What Is Reading Recovery?
Reading Recovery® is a professional development project with a two-tier level of curriculum that is effectively replicated across the United States and internationally.
National Louis University faculty provide professional development to teacher leaders who work at school district sites providing professional development to Reading Recovery® teachers. This professional development model for teachers was first implemented by New Zealand psychologist and researcher Dr. Marie Clay. Since its first implementation in the United States in 1984, more than 20,000 Reading Recovery teachers have served nearly two million children.
Children in first grade who are having the greatest difficulty learning to read and write receive a short term series of individually designed lessons prepared by highly qualified teachers. The goal is for each child to experience accelerated progress during a period of 12-20 weeks of daily 30-minute customized lessons. Combining the individualized nature of instructional methods with continuing professional development for teachers contributes to faster-than-usual student progress.
Reading Recovery Trainer of Teacher Leaders
Nationally registered Reading Recovery Trainers are university faculty who provide the initial post graduate course work and continuing professional development for teacher leaders state-wide. University trainers also serve as project director with administrative responsibilities for implementation in a state.
Reading Recovery Teacher Leader
A Reading Recovery teacher leader serves on a district literacy leadership team after successfully completing one year of post graduate coursework at National Louis University. One teacher leader may provide initial training for 8-12 early intervention teachers and over time continuing professional development for up to 45 teachers each year.
The primary responsibilities of Reading Recovery teacher leaders are to work with students, train teachers, provide continuing professional development and support for teachers, monitor the progress of children, support the development of school teams, disseminate information, and participate in the Reading Recovery network to maintain their own professional development. The teacher leader also works closely with district administrators to achieve effective implementation, operation, and evaluation.
Reading Recovery Teacher
School Districts select candidates for Reading Recovery teacher training. Teachers in training participate in a weekly clinical course for an academic year which includes daily teaching of Reading Recovery children in a school, earning a total of 9 semester hours of graduate credit. The instructor for this course is a nationally registered Reading Recovery teacher leader.
The primary responsibility of Reading Recovery teachers is teaching children in their schools. The teacher also works closely with building administrators and faculty as well as the parents of Reading Recovery students.
The adoption of Reading Recovery represents an investment in the development of teacher expertise. Therefore, careful selection of appropriate teachers is critical to the effectiveness and success of Reading Recovery.
Additional Resources Reading Recovery Works
