Reading Recovery in New Zealand is funded and supported by the Ministry of Education. It operates in over half of the schools in New Zealand with six-year-old children. Schools report student outcomes to the Ministry of Education annually. These reports can be found at URL In 2021 new developments designed to strengthen the contribution of Reading Recovery to junior school literacy teaching are being developed. Early Literacy Support will bring the expertise of the Reading Recovery teacher and the classroom teacher together to lift literacy learning in the first year of school. For more information on Reading Recovery and Early Literacy Support see www. readingrecovery.ac.nz North America Reading Recovery has been widely researched for effectiveness, cost benefits, continued progress and self-esteem.  &  &  &  
After Reading Recovery was removed from the curriculum in many Australian schools, its utility has been questioned by researchers and policy makers in New Zealand as well. By 2019, this had led to reduction in use of Reading Recovery in New Zealand's public schools, and toward a greater emphasis on phonics based instruction. Parent activism has also contributed to a rise in phonics based instruction and a concomitant decrease in three cueing system based instruction in New Zealand schools. North America Reading Recovery has been widely researched for effectiveness, cost benefits, continued progress and self-esteem. Criticism Baker, S., Berninger, V. W., Bruck, M., Chapman, J., Eden, G., Elbaum, B., Fletcher, J. M., Fowler, C., Francis, D. J., Fuchs, D., Fuchs, L. S., Greaney, K., Katz, L., Manis, F., Mather, N., McCutchen, D., Mencl, E., Molfese, D. L., Molfese, V., Morris, R., Pugh, K., Prochnow, J., Schatschneider, C., Seidenberg, M., Shaywitz, B., Snow, C., Tunmer, W., Vaughn, S., Vellutino, F. R., Wagner, R., Wolf, M. (2002). Experts Say Reading Recovery Is Not Effective, Leaves Too Many Children Behind: An Open Letter from Reading Researchers. Retrieved from URL Center, Y., Wheldall, K., Freeman, L., Outhred, L.,& McNaught, M. (1995). An Evaluation of Reading Recovery. Reading Research Quarterly, 30(2). doi:10.2307/748034 Chapman, J. W., Tunmer, W. E. (2009). Recovering Reading Recovery. Australia and New Zealand Journal of Developmental Disabilities, 17(1), 59-71. doi:10.1080/07263869100034271 Chapman, J. W.,& Tunmer, W. E. (2016). Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the i3 Scale-Up Study. Reading Psychology, 37(7), 1025-1042. doi:10.1080/02702711.2016.1157538 Chapman, J. W., Tunmer, W. E., Prochnow, J. E. (2001). Does Success in the Reading Recovery Program Depend on Developing Proficiency in Phonological-Processing Skills? A Longitudinal Study in a Whole Language Instructional Context. Scientific Studies of Reading, 5(2), 141-176. doi:10.1207/S1532799Xssr0502_2 Cook, P., Rodes, D. R.,& Lipsitz, K. L. (2017). The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know. Learning Disabilities: A Multidisciplinary Journal, 22(2), 12-23. doi:10.18666/ldmj-2017-v22-i2-8391 Serry, T. A., Oberklaid, F. (2014). Children with reading problems: Missed opportunities to make a difference. Australian Journal of Education, 59(1), 22-34. doi:10.1177/0004944114555584
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Reading Recovery in New Zealand is funded and supported by the Ministry of Education. It operates in over half of the schools
After Reading Recovery was removed from the curriculum in many Australian schools, its utility has been questioned by researchers and policy makers
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with six-year-old children. Schools report student outcomes to the Ministry of Education annually. These reports can be found at URL
as well. By 2019, this had led to reduction in use of Reading Recovery in New Zealand's public schools, and toward a greater emphasis on phonics based instruction. Parent activism has also contributed to a rise in phonics based instruction and a concomitant decrease in three cueing system based instruction in New Zealand schools.
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In 2021 new developments designed to strengthen the contribution of Reading Recovery to junior school literacy teaching are being developed. Early Literacy Support will bring the expertise of the Reading Recovery teacher and the classroom teacher together to lift literacy learning in the first year of school.
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For more information on Reading Recovery and Early Literacy Support see www. readingrecovery.ac.nz
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Criticism Baker, S., Berninger, V. W., Bruck, M., Chapman, J., Eden, G., Elbaum, B., Fletcher, J. M., Fowler, C., Francis, D. J., Fuchs, D., Fuchs, L. S., Greaney, K., Katz, L., Manis, F., Mather, N., McCutchen, D., Mencl, E., Molfese, D. L., Molfese, V., Morris, R., Pugh, K., Prochnow, J., Schatschneider, C., Seidenberg, M., Shaywitz, B., Snow, C., Tunmer, W., Vaughn, S., Vellutino, F. R., Wagner, R.,
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Wolf, M. (2002). Experts Say Reading Recovery Is Not Effective, Leaves Too Many Children Behind: An Open Letter from Reading Researchers. Retrieved from URL Center, Y., Wheldall, K., Freeman, L., Outhred, L.,
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McNaught, M. (1995). An Evaluation of Reading Recovery. Reading Research Quarterly, 30(2). doi:10.2307/748034 Chapman, J. W.,
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Tunmer, W. E. (2009). Recovering Reading Recovery. Australia and New Zealand Journal of Developmental Disabilities, 17(1), 59-71. doi:10.1080/07263869100034271 Chapman, J. W.,
A
Tunmer, W. E. (2016). Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the i3 Scale-Up Study. Reading Psychology, 37(7), 1025-1042. doi:10.1080/02702711.2016.1157538 Chapman, J. W., Tunmer, W. E.,
A
Prochnow, J. E. (2001). Does Success in the Reading Recovery Program Depend on Developing Proficiency in Phonological-Processing Skills? A Longitudinal Study in a Whole Language Instructional Context. Scientific Studies of Reading, 5(2), 141-176. doi:10.1207/S1532799Xssr0502_2 Cook, P., Rodes, D. R.,
A
Lipsitz, K. L. (2017). The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know. Learning Disabilities: A Multidisciplinary Journal, 22(2), 12-23. doi:10.18666/ldmj-2017-v22-i2-8391 Serry, T. A.,
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Oberklaid, F. (2014). Children with reading problems: Missed opportunities to make a difference. Australian Journal of Education, 59(1), 22-34. doi:10.1177/0004944114555584