A typical Reading Recovery tutoring session involves the child reading familiar books out loud to build fluency, re-reading books from previous sessions, practicing letter identification or writing, composing and copying sentences, arranging cut-up sentences, discussing and attempting to read a new book introduced that day, and working on common reading deficiencies. The session is conducted one-on-one with the tutor and child sitting side by side, and involves reading, writing, and problem-solving activities delivered in a specific order outlined by Marie Clay.

1. How is the
Reading
Recovery Session
Conducted?

2. A typical tutoring session is an intimate situation
where tutor and child sit side by side,
reading/writing collaboratively. The session
includes the ff. components in the order suggested
by Marie Clay.
1. Re-Reading familiar books
-The child reads aloud books he has read
before. This gives the child the chance to
engage in fast, fluent reading. He does not
have to work so hard so that the reading
process breaks down. And he gets a
feeling of success.

3. 2. Re-Reading yesterday’s Book
-The child re-reads the book he read for
the first time the day before. He is not
expected to read it with complete
accuracy, but he does not have to
struggle anymore. This also gives the
tutor the chance to do a running
record.

4. 3. Letter Identification Activity
- If the child has very low letter
knowledge, he has encouraged to use
plastic letters and a magnetic board to
form words and engage in word
analysis. Otherwise, more time is spent
on writing.

5. 4. Writing a Story
- The child compose 1 or 2 sentences.
Assisted by the tutor, he writes it on the
lower half of a blank sheet. The top half is
used for working on words he misspells. The
tutor invites him to say the word slowly and
predict the letters that present the sounds.
He learns to make links between letters
and sounds. Then he asked to read his
story aloud.

6. 5. Arranging Cut-up Story
- The child may dictate another
sentence, as the tutor quickly writes in
on a strip of paper, then cuts it apart for
the child to resemble. He may be
asked to paste the pieces on a sheet of
paper. The written message is read
aloud. He may also asked to copy the
resembled sentence.

7. 6. New Book Introduced
- Everyday is new book is introduced to
the child. Tutor and child talk about the
pictures, page by page. Through oral
language, he gets to know the storyline,
important ideas and some of the
language of the story.

8. 7. New Book Attempted
- The child is now encouraged to read
the new book aloud. This is placed at
the end of the tutoring session because
each previous activity should have
encouraged him to work on his own
problems and engage in problem-solving.

9. COMMON READING
DEFICIENCIES
Lack of vocabulary or inability to
give meanings of words
Inability to appreciate the general
significance of a selection
Inability to follow precise direction
Inability to grasp the thought of the
selection

10. Disabilities in Oral Reading
1.Inadequacy of
phrasing
2.Word-by-word
reading
3. Ignoring
punctuation
4. Habitual repetition
5.Omissions
6. Lack of impression
7. Poor enunciation
8. Strained voice
9. Stammering
10. Reversed and
confused symbols
11. Substitution of
words