Reading Recovery uses supportive conversations between teacher and child as the primary basis of instruction. This teacher-child talk has been found to be an effective method for experts (teachers) to help beginners (students) take on complex tasks (such as reading) (Cazden, 1988; Kelly, Klein, & Pinnell, 1994) and is a particular need of children having difficulty in school (Clay & Cazden, 1990). The Reading Recovery lesson follows a routine framework of activities that are individually designed based on a daily analysis of student progress by the teacher. Each lesson has seven distinct parts:

1.Child rereads several familiar books. These stories come from a variety of publishers and represent a wide range of narrative and expository texts of varying difficulty levels.

2.Child rereads a book introduced the lesson prior while teacher observes and records the child's reading behaviors.

3.Child does some letter identification and learning how words work.

4.Child writes a story with teacher providing opportunities for the child to hear and record sounds in words.

5.Child rearranges his or her story from a cut-up sentence strip provided by the teacher.

6.Teacher introduces a new book carefully selected for its learning opportunities.

7.Child reads the new book orchestrating his or her current problem-solving strategies.