The dependence on a strong, effective program of regular classroom reading instruction is recognized.

All five programs clearly acknowledge that the small-group or individual early intervention instruction that students receive is an addition to, not a substitute for, the instruction they receive as part of the regular classroom program.

In the case of two of the programs (Success for All and the Winston-Salem Project), regular classroom reading instruction has been redesigned to ensure that appropriate instructional routines and materials are used. However, even when early intervention instruction is added to an effective existing reading program, there is also the anticipation that the sound practices that are part of the early intervention program will become infused into regular classroom instruction if they are not already part of it. For example, Reading Recovery teachers almost always spend part of their day as regular classroom teachers, reading consultants, language arts coordinators, etc.; through these roles they attempt to introduce instructional principles and practices that are part of Reading Recovery into the ongoing regular classroom.


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