The adoption of Reading Recovery represents an investment in the development of teacher expertise. Careful selection of appropriate teachers is critical to the effectiveness and success of the intervention. Teaching children who struggle with literacy learning is very challenging, and teachers selected for training must be experienced and effective teachers of young children. They need to be open to new learning and ready to continuously reflect, problem solve, and adjust their teaching to ensure the success for young struggling readers. The Reading Recovery teacher also works closely with building administrators, classroom teachers, and parents of individual training, so teachers selected for Reading Recovery preparation should be knowledgable professionals who are able to communicate, cooperate, and negotiate effectively with colleagues and parents.
- I want to know more about the role and preparation to become a Reading Recovery teacher
To read more about professional development provided to Reading Recovery Teachers during their year of preparation and beyond: http://www.rrcna.org/pdf/professional_development/PD_Overview-09.pdf
- I want to locate a Reading Recovery Training Site near me: http://www.uni.edu/coe/departments/curriculum-instruction/literacy-education/reading-recovery/directory-sites
- I want information about applying for an Investing in Innovations Grant: http://www.uni.edu/coe/special-programs/richard-o-jacobson-center-comprehensive-literacy/reading-recovery/investing-innovat