# data[].attributes.headline
Kindergarten programs need to have a focus on learning to look and learning to listen.

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Kindergarten programs need to have a focus on learning to look and learning to listen.

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The pressure to get other children on.

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Taking students on who have language delays, cognitive issues or limited English

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If parents are on board with home reading 

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If parents are on board with home reading 

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Need to understand that reading recovery is not the best program for every student.  There are many factors that need to be taken into consideration apart from text reading level.  Some students are not ready for the program and hence are referred off. Teacher experience and knowledge of individual students is not taken into consideration when selecting students. 

# data[].attributes.subject
Need to understand that reading recovery is not the best program for every student.  There are many factors that need to be taken into consideration apart from text reading level.  Some students are not ready for the program and hence are referred off. Teacher experience and knowledge of individual students is not taken into consideration when selecting students. 

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Investigating and supporting identified oral language issues with parents e.g.through NDIS funding.

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Investigating and supporting identified oral language issues with parents e.g.through NDIS funding.

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Receptive and expressive language delays.
Other learning needs.

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Reading recovery teachers are identifying other complex underlying learning problems

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Reading recovery teachers are identifying other complex underlying learning problems

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Good quality speech therapy - if students with language difficulties are receiving it

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Good quality speech therapy - if students with language difficulties are receiving it

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Receptive and expressive language delays.

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Students coming on with very little  knowledge of letters/sounds.

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Students coming on with very little  knowledge of letters/sounds.

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Taking on students with very poor oral language structures.

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Taking on students with very poor oral language structures.

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Not working together with the classroom teacher.

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Taking on students with severe learning needs in the first round

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When we held over chn to 2nd intake who were  obviously lacking skills we had lower referral rates - they received other forms of intervention while waiting for reading recovery so they came to us more ready to take off.

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When we held over chn to 2nd intake who were  obviously lacking skills we had lower referral rates - they received other forms of intervention while waiting for reading recovery so they came to us more ready to take off.

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Referred students had underlying issues - speech or cognitive disorders, ASD, etc.
Choosing students with low maturity levels and very poor oral language.

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Taking on students with cognitive problems

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Taking on students with cognitive problems

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Our students that were referred off generally have underlying issues such as ASD, cognitive or speech and language disorders.

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Our students that were referred off generally have underlying issues such as ASD, cognitive or speech and language disorders.

# data[].attributes.body
Organise for tutor or another RR teacher to come and observe the student earlier in the lesson series.

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We had a few kids with very poor oral language & ESL- they could read the words but had no understanding of the story & s/c were non existent. Referral was needed as they weren't comprehending at all.

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Lack of student attendance

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- attendance
- giving all students an opportunity
- communication with tutor early in the lesson series

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Lacking a team approach between the RR teacher and classroom teacher.