The approach combines the use of related reading and writing experiences, close interaction between teacher and childwithin the lesson, and careful selection of materials for reading. In this instructional program, the teacher follows and guides the child individually in his or her use of reading and writing strategies. The teacher closely assesses and monitors progress and makes appropriate decisions to support the child's progress. Reading Recovery teachers construct programs designed to suit individual children. There is no Reading Recovery package, and Reading Recovery is not a prescriptive program.
Success depends on the decision-making of the teachers, which in turn depends upon their training.
Teachers observe and interpret children's responses and design lessons to maximize the use of what a child is already able to do. Teachers become skilled at observing and assessing the reading and writing behaviors of children and at interacting with particular learning needs. Reading Recovery is not designed to be something a teacher does with individual children. Reading Recovery is designed to be used by an education system to reduce reading difficulties in the schools. Reading Recovery teacher training requires a substantial commitment on the part of the participating district, school principal, and teacher trainee.