STANDARDS & GUIDELINES

Standards and Guidelines of Reading Recovery in the United States

The North American Trainers Group has approved this new edition of Standards and Guidelines of Reading Recovery in the United States. This eighth edition includes new, additional standards that govern the use of technology in training Reading Recovery teachers and teacher leaders. The inclusion of technology standards is intended to ensure that those using technology are fully prepared to provide high-quality professional development in a virtual environment.

The September 2018 update incorporates technology standards for bridging teachers and teacher leaders to DLL and introduces “distance learning” terminology as requested.

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Table of Contents (PDF)

Section 1. Introduction and Rationale (PDF)

Section 2. Reading Recovery/Descubriendo la Lectura Sites (PDF)

  1. Standards and Guidelines for Establishment a Site
    1. Teacher Selection
    2. Training Classes
    3. Selection of Children
  2. Standards and Guidelines for Operating a Site

Section 3. Reading Recovery/Descubriendo la Lectura Teachers (PDF)

  1. Standards and Guidelines for Selection of Teachers
  2. Standards and Guidelines for Training of Teachers
    1. Course Work and Professional Development
    2. Teaching Children
    3. Implementing Reading Recovery/Descubriendo la Lectura
  3. Standards and Guidelines for Trained Teachers
    1. Teaching Children
    2. Implementing Reading Recovery/Descubriendo la Lectura
    3. Ongoing Professional Development and Support
  4. Standards and Guidelines for Bridging Teachers to Descubriendo la Lectura

Section 4. Reading Recovery/Descubriendo la Lectura Teacher Leaders (PDF)

  1. Standards and Guidelines for Selection of Teacher Leaders
  2. Standards and Guidelines for Training of Teacher Leaders
    1. Academic Course Work
    2. Teaching Children
    3. Leadership
    4. Preparing for Site Implementation
    5. Professional Development
  3. Standards and Guidelines for Trained Teacher Leaders
    1. Teaching Children
    2. Training Teachers
    3. Research
    4. Implementation and Site Maintenance
    5. Professional Development
  4. Standards and Guidelines for Bridging Teacher Leaders to Descubriendo la Lectura
    1. Academic Course Work
    2. Teaching Children
    3. Leadership
    4. Preparing for Site Implementation
    5. Professional Development
  5. Standards and Guidelines for Bridged Teacher Leaders
    1. Teaching Children
    2. Bridging Teachers to Descubriendo la Lectura

Section 5. Reading Recovery/Descubriendo la Lectura Site Coordinators (PDF)

  1. Standards and Guidelines for Selection of a Site Coordinator
  2. Standards and Guidelines for Site Implementation and Maintenance
  3. Standards and Guidelines for Professional Development
  4. Standards and Guidelines for Sites with Multiple Districts

Section 6. Reading Recovery/Descubriendo la Lectura University Training Centers (PDF)
Standards and Guidelines for Establishing a University Training Site

Section 7. Reading Recovery/Descubriendo la Lectura Trainers

  1. Standards and Guidelines for Selection of Trainers
  2. Standards and Guidelines for the Training of Trainers
    1. Academic Course Work
    2. Teaching Children
    3. Teacher Training
    4. Teacher Leader Training
    5. Preparing the University Training Center for Implementation
    6. Professional Development
  3. Standards and Guidelines of University Trainer Roles and Responsibilities

Section 8. Policy for Requesting Exemption from Standards (PDF)

Appendix A. Codes of Ethics (PDF)

Appendix B. Template for Request for Exemption from Standards (PDF)

Appendix C. Rationales and Guidelines for Selecting the Lowest-Achieving First-Grade Students for Reading Recovery (PDF)

Search Journal Archive

THE JOURNAL OF READING RECOVERY

Spring 2024

Constructing a More Complex Neural Network for Working on Written Language That Learns to Extend Itself by Carol A. Lyons

Reading Recovery IS the Science(s) of Reading and the Art of Teaching by Debra Semm Rich

Predictions of Progress: Charting, Adjusting, and Shaping Individual Lessons by Janice Van Dyke and Melissa Wilde

Teachers Designing for Context: Using Integrity Principles to Design Early Literacy Support in Aotearoa New Zealand by Rebecca Jesson, Judy Aitken, and Yu Liu