Reading Recovery®
Reading Recovery is a research-based, short-term intervention of one‑to‑one teaching for the lowest‑achieving first grade literacy learners.

Reading Recovery®

Reading Recovery is a research-based, short-term intervention of one-to-one teaching for the lowest-achieving first grade literacy learners.

Reading Recovery students receive 30-minute lessons each school day for 12 to 20 weeks from a specially trained teacher.

As soon as students can read and write at grade level and can demonstrate that they can continue to achieve, their lessons are discontinued and new students receive individual instruction.

Reading Recovery is designed to work with any classroom literacy program, building on children's strengths and responding to individual learning differences. Reading Recovery does teach children to use phonics skills.

Teacher Leader Preparation

A candidate for teacher leader preparation must be sponsored by a district or consortium of districts that is interested in establishing a licensed teacher training site affiliated with The Ohio State University Reading Recovery project. Established teacher training sites may also sponsor additional teacher leaders, as needed.

An applicant for teacher leader preparation must hold a master’s degree. Teachers preparing to be teacher leaders enroll in fifteen (15) graduate semester hours at Ohio State over the course of an academic year. These courses develop teaching and coaching skills, examine literacy theory, and focus on implementing an educational innovation.

Behind the Glass

Early Intervention

Early intervention in first grade is critical. Research shows that children who fall behind in Grade 1 tend to remain below grade level in later years.
Dr. Pinkerton teaching behind the glass

Observation

Reading Recovery teachers base their instruction on carefully documented daily observations of what each child already knows about reading and writing.
Observing a lesson behind the glass

Quality Training

Trained classroom teachers provide high quality instruction and daily progress monitoring of children in Tier I within a Response to Intervention (RtI) model.