<Table> <Tr> <Td> </Td> <Td> This article contains content that is written like an advertisement . Please help improve it by removing promotional content and inappropriate external links, and by adding encyclopedic content written from a neutral point of view . (September 2015) (Learn how and when to remove this template message) </Td> </Tr> </Table> <Tr> <Td> </Td> <Td> This article contains content that is written like an advertisement . Please help improve it by removing promotional content and inappropriate external links, and by adding encyclopedic content written from a neutral point of view . (September 2015) (Learn how and when to remove this template message) </Td> </Tr> <P> Reading Recovery is a school - based, short - term intervention designed for children aged five or six, who are the lowest achieving in literacy after their first year of school . For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a Reading Recovery program . The intervention involves intensive one - to - one lessons for 30 minutes a day with a trained literacy teacher, for between 12 and 20 weeks . </P> <P> Reading Recovery was developed in the 1970s by New Zealand educator Marie Clay . After lengthy observations of early readers, Clay defined reading as a message - getting, problem - solving activity, and writing as a message - sending, problem - solving activity . Clay suggested that both activities involved linking invisible patterns of oral language with visible symbols . Reading Recovery is an application of Whole Language instructional principles in an attempt to address the needs of struggling readers . </P>

Reading recovery is an intervention program that was designed to address the needs of
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