What is the Selection Process?

  1. Principals or districts wishing to implement Reading Recovery/Literacy Lessons will submit one copy of the Implementation Plan and Application Form(s) for one, or preferably two, teachers selected from their schools.
  2. The materials are submitted to the Site Coordinator of the district/regional Training Site.  Selection by a screening committee, in consultation with the Teacher Leader, may be arranged
  3. If the school/district is successful in its application, the teacher(s) nominated by the principals will be accepted for the training class.
What are the requirements for a school to participate in Reading Recovery/Litreacy Lessons Training? 

As outlined in the Standards and Guidelines of Reading Recovery in the United States, Sixth Edition  (http://www.readingrecovery.org/implementation/standards/index.asp) the requirements are:

  1. The Principal of the school must be prepared to give unqualified support to the teacher(s) enrolled in the training course and to work with the Teacher Leader and trainee(s) to establish an Early Literacy Team in the school.
  2. The teacher(s) selected should be experienced in primary (K-3) classroom teaching and/or reading instruction -- preferably classroom instruction. (See Qualifications for Reading Recovery Teachers).
  3. The teacher(s) in-training will participate in a one-week (30-hour) workshop on the administration of the Observation Survey and the selection of children - preferably before the program begins in September. 
  4. The training will require the teacher(s) to work individually with four Reading Recovery children on a daily basis throughout the school year.  Each child receives a 30-minute lesson every day.  In the training year, as well as in subsequent years, a minimum of 2½ hours per day is required for the Reading Recovery teaching. (Note: Literacy Lessons trainees work with two students individually each day requiring approximately 1¼ hours per day.)  The teacher assumes other responsibilities during the remaining half day (see section on staffing models).  The Teacher Leader will visit teachers in-training in their schools periodically to monitor instruction and to provide guidance and support regarding the implementation of Reading Recovery for the school's early literacy support team.
  5. Principals must be willing to designate a small, quiet area within the school for the teachers-in-training to teach individual children and provide appropriate furniture (e.g. rectangular table, shelves, chairs, etc.).
  6. Teachers in-training will attend a weekly 2 to 2 ½ hour clinical class after school, at the Reading Recovery Training Site.  Attendance at all sessions is required.  At least three or four times during the year, teachers will teach Reading Recovery students behind the one-way glass at the Reading Recovery site to provide live demonstration lessons for the members of the training class.
  7. The Principal will facilitate arrangements to transport children to the Training Site when it is the teacher(s)’ turn to teach live lessons.
  8. Once the training has begun, its continuance must take precedence over all other claims on the teacher’s timetable for the duration of the school year.
  9. The Principal will support and facilitate the data collection and testing required for the monitoring and evaluation of the program.
  10. The District/Principal must be prepared to allocate funds for: (1) purchase of books and materials used in Reading Recovery training and instruction; (2) travel to and from the training site and for interschool visits (1 or 2) to other teachers in-training; and (3) travel, meals, lodging and registration at the Regional or Ohio Reading Recovery Conference.
The Principal will adhere to the Reading Recovery guidelines for student selection.


A trained Reading Recovery Teacher serves the children who need Reading Recovery across the grade one classrooms in a school. A Reading Recovery teacher works individually with four (4) Reading Recovery children one-half of each school day and in another role (e.g. Title I instruction, resource center teacher, classroom teaching staff development) for the other half of each day.

Literacy Lesson Trainees work with two students individually each day requiring approximately 1 ¼ hours per day. In subsequent years, they must continue to work individually with one “special population” student. The teacher assumes other responsibilities during the remaining half day.                       

A school can elect one of several staffing models.  The following are examples of staffing models:

a)      A first grade or reading teacher provides Reading Recovery instruction for one-half of each school day; for the rest of the day the teacher works with small groups of primary children in a literacy environment.

b)      A Title I teacher can be assigned to teach Reading Recovery one-half of each school day and provides Title I (BSIP) services for primary children the other half of the day.

c)       Teachers teach one-half of the school day in Reading Recovery and works the other half-day in the classroom.

In schools where there is a large population of grade one children who need Reading Recovery, it is recommended that teachers be trained in pairs, two per school.

Teacher participation should be voluntary.