RWI

RWI refers to Reading Recovery trained teachers. Reading Recovery is an early intervention literacy program designed to help young children who are experiencing significant difficulties learning to read and write. The program was developed in New Zealand by Marie Clay and has been implemented in various countries worldwide.

RWI teachers undergo specialized training to deliver the Reading Recovery intervention. This training focuses on understanding literacy acquisition processes, diagnosing specific learning needs, and implementing a structured, one-to-one teaching approach. RWI teachers work with individual students for short, intensive sessions, typically 30 minutes a day, for around 12-20 weeks.

The RWI approach is diagnostic and prescriptive. Teachers observe children's reading and writing behaviors closely and use this information to tailor their instruction. They employ a range of strategies to help children develop foundational literacy skills, including phonemic awareness, phonics, word recognition, fluency, and comprehension. The program emphasizes reading and writing in a meaningful context.

The goal of RWI is to accelerate children's literacy learning so they can catch up with their peers. Progress is closely monitored, and the intervention is adjusted as needed. RWI is often implemented within schools as part of a broader literacy support system.