Reading Recovery in a Bilingual Context

Grounded in the unique bilingual reality of Malta, this book explores how early literacy intervention can transform children’s educational life chances.

Drawing on classroom-based research and the implementation of the internationally recognised Reading Recovery programme, the contributors examine how teachers’ professional agency, targeted one-to-one instruction, and responsive pedagogy can help five and six-year-old learners overcome reading and writing difficulties before they become lifelong barriers.

Through a series of carefully documented practical studies – ranging from oral language development and reading fluency to writing growth and sustained progress after intervention – the book demonstrates how personalised literacy teaching can significantly narrow achievement gaps, particularly for disadvantaged learners navigating bilingual contexts.

Set within the distinctive linguistic landscape of Malta, where children learn across Maltese and English, the volume highlights the importance of culturally and linguistically responsive practice. It shows how early, evidence-informed support not only improves literacy attainment, but also strengthens learners’ confidence, motivation, and long-term engagement with schooling.

Combining robust research, policy insight, and authentic classroom experience, this new publication edited by Prof. Charles L. Mifsud from the Department of Language and Humanities in Education and David Muscat, the CEO of the National Literary Agency of Malta, offers educators, school leaders, and policymakers a compelling and practical roadmap for improving literacy outcomes and building more equitable education systems.

Both scholarly and accessible, this book stands as an important contribution to the field of early literacy, demonstrating that timely, high-quality intervention can reshape educational trajectories and open pathways to lifelong learning and opportunity.