Continuing Reading Recovery teachers
On successful completion of the initial professional development programme, the teacher is registered at the Institute of Education as a qualified Reading Recovery teacher. Reading Recovery teachers receive further professional development after the training year.
Continuing teachers need to:
- Teach children individually for 30 minutes every day (the number of pupil places will be dependent upon the need of the school and resources available, but the minimum is two)
- At the start of the year, administer Observation Surveys to children whose Reading Recovery lessons are to continue, and begin instruction immediately
- Follow the set procedures for the identification of the lowest achieving children in the age band, according to Reading Recovery principles
- Maintain comprehensive records on each child. These would include Observation Survey sheets including a summary sheet and multiple testing sheet, Predictions of Progress, a Roaming Around the Known diary, lesson records, daily running records, records of reading vocabulary and writing vocabulary, a weekly record of book levels
- Monitor progress of all children who have received Reading Recovery
- Follow the set procedures for identification of children for Reading Recovery, for discontinuing Reading Recovery lessons, for children causing concern, or for the referral of those who cannot be successfully discontinued from Reading Recovery
- Work closely with class teachers and others on behalf of each child
- Attend a minimum of six continuing professional development sessions for trained teachers annually
- Teach a child for colleagues at a continuing professional development session as requested
- Make and receive a colleague visit with other teachers at least annually
- Receive a minimum of one school visit from the teacher leader, annually
Further education
Once trained a Reading Recovery teacher can broaden the scope of intervention in their school through Every Child a Reader (ECaR).
MA in Literacy Learning and Literacy Difficulties (academic route)
An MA in Literacy Learning and Literacy Difficulties (academic route) is available at the Institute of Education, providing a deeper understanding of the processes involved in learning to read, write and spell, the sources of difficulties, and approaches to intervention. It will enable you to read research critically and to design and carry out your own research studies. The MA is for literacy consultants, advisers and coordinators; special educational needs coordinators (SENCos); and teachers wishing to improve their understanding of literacy learning. It would also be particularly useful for those working in Key Stages 1 and 2.
Teaching Children in Reading Recovery
A module within the Advanced Educational Practice (AEP) programme, for teachers who have successfully completed the Reading Recovery initial professional development programme. Teachers submit records collected during the Reading Recovery initial professional development programme and, with some additional study, write an account of children's development in literacy during their series of Reading Recovery lessons.
Teachers who successfully complete this module will be awarded 30 credits or 15 European Credit Transfer and Accumulation System credits at Master's level. The credits may be used within the AEP programme towards a Master's degree or may be transferred to another award elsewhere (e.g. local Higher Education institutions or the Open University, as the credit-transfer scheme operates nationwide). For further information visit the Institute of Educations MA Advanced Educational Practice.
Reading Recovery in Primary Literacy Leadership (RRiPLLe)
A module within the Advanced Educational Practice (AEP) programme, that will equip Reading Recovery trained teachers to use their expertise more widely, and extend their support for literacy teaching across the school. It provides participants with practical skills and theoretical understanding necessary to support the literacy curriculum in Foundation stage, Key Stage 1 and for children still struggling to achieve literacy success in Key Stage 2. This module requires you to have a Reading Recovery teacher qualification.
Teachers who successfully complete this module will be awarded 30 credits or 15 European Credit Transfer and Accumulation System credits at Master's level. This module is taught by trained Reading Recovery teacher leaders, but is managed and accredited by the Institute of Education. Please contact your local Reading Recovery teacher leader for more information.