On Friday we attended our last Reading Recovery Ongoing Professional Learning session for the year. We discussed some research that had looked into the differences between a group of Reading Recovery students who had demonstrated fast progress in writing and the students who had made slower progress over the same amount of time.
Interestingly, the students who made the faster progress by the end of the study were not always the students who knew the most about writing at the beginning of the study.
A main difference was that the students who had made the faster progress often reread their writing as they were producing it. Rereading seemed to help them to work out what the next word(s) should be in order to make sense, and to continue the thought. They did not need to be prompted to recall what they had originally intended to write. They were also easily able to add or change words ‘on the run’ to contribute to the original idea.
As well as rereading, the students who made the faster progress could often be heard saying the next word(s) or the beginning sound(s) of the next word. (My friend Colby stayed at my house for a s / sl (sleepover). They were more likely to say the parts of the word as they wrote them (sl-ee-p-ov-er) and checked themselves and made changes if they were not happy with the look of the words (slipova – sleepova – sleepover).
We all reflected on our teaching. Were we letting our students become more independent, or were we doing too much of the thinking, checking and problem solving for them (i.e. holding them back)? I am going to make sure that I give my students every opportunity to reread, check, and help themselves before I intervene with their writing in order to promote faster progress.