The instructional component begins with assessment training for Reading Recovery teachers using An Observation Survey of Early Literacy Achievement (Clay, 2019) or the Spanish version, Instrumento de Observación de Logros de la Lecto-Escritura Inicial (Escamilla et al., 1996). These are measures that can be used by classroom teachers and Reading Recovery teachers to assess young children’s literacy knowledge in reading and writing.
The primary student evaluation measures are the six tasks of An Observation Survey of Early Literacy Achievement (Clay, 2019) or the Spanish version, Instrumento de Observación de Logros de la Lecto-Escritura Inicial (Escamilla et al., 1996).
By using standard tasks and standard administration procedures, teachers are able to make reliable and informed decisions about selection and instruction based on an individual student’s instructional needs. Tasks are designed to assess components of essential early reading and writing knowledge. See Observational Survey for more details about the tasks included in the instrument.
Systematic observation and formative assessment continue in daily lessons. Teachers are trained to closely observe and record what an individual child is already able to do as he reads and writes text. Instruction is then based on these detailed observations, with particular attention to what the child can do.
Specifically, formative assessment happens in multiple ways including daily running records of reading behaviors taken as the child reads orally from a text. This tool provides information regarding the child’s oral reading accuracy, fluency, self-correction, and strategic activity while reading. Teachers can see what details of print and knowledge of letter-sound relationships, meanings, and structures of language the child can use flexibly. Daily lesson records provide additional formative information from ongoing observations throughout Reading Recovery lessons.