KPR Reading Recovery

The aim of Reading Recovery is to catch struggling students before they fail in Grade 1. This is accomplished by students working mostly with reading books and writing stories during daily, thirty-minute lessons.

In 2010, 13 schools began offering Reading Recovery to the lowest 20% of the grade one cohort.  In 2011, four additional schools were added in order to support more struggling readers. 

Since then, 898 of the lowest achieving students have learned to read and write in the Kawartha Pine Ridge District School Board.  This would not have happened without the support of the trustees and senior administration.


Graph showing reading levels over weeks


A trained Reading Recovery teacher makes careful observations of the strategic activity a child is already using and then builds on the strengths and interests of the child. The information she or he collects about the child is then shared with the classroom teacher so, in a sense, the child has two teachers while in Reading Recovery.

A child is assessed using the Observation Survey tasks.

Teachers-in-training 2014-2015

Daily running records inform teaching decisions.

Teachers build on a student's existing competencies.

Daily running records are taken to determine next steps.

A teacher explains how a familiar word is being used in a new way.

Parents are invited to observe a lesson.

A rich introduction assists the child with accessing new vocabulary.

Teachers consider language structure when matching texts to readers.

Writing a story requires going from sound to letter as well as the skillful packaging of ideas.

A student has learned many ways to problem-solve, enabling him to gain in reading power every time he reads.

Dr. Jennifer Leclerc, Director of Education, congratulates a teacher as she receives her certificate. Teachers who are assigned to Reading Recovery engage in a full year in-service course and ongoing professional learning facilitated by a Reading Recovery Teacher Leader.

What happens in a typical 30-minute lesson?


The student reads three familiar books to build fluency.  At the end of the lesson s/he reads a new book at the instructional level.

Oral Language

Through conversation, the Reading Recovery teacher helps the student comprehend the stories read and compose a story to write.


Using a "share the pen" strategy, each student writes a story with the Reading Recovery teacher.  


If my child is selected, how can I help at home?


Your child will bring home a copy of the cut-up story in an envelope.  See if your child can re-arrange the cut-up story.  You may or may not need to read the story that the teacher has printed on the envelope.

Listen as your child reads a familiar story.  Use the bookmark that has been sent home with your child to help when your child is stuck on a word.  Don't provide the word until your child has had a chance to do some "reading work" on his or her own.  Use the comments on the back of the bookmark to extend your child's understanding of what was read. 

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