The Journal of Reading Recovery
JRR is a peer-reviewed journal published by the Reading Recovery Council of North America as a service to both Council members and those interested in early intervention for beginning readers. JRR is available to current RRCNA members. Not a member? Visit our Membership page to join.
Literacy Teaching and Learning
Published from 1994 through Fall 2010, archived issues of the LTL scholarly research journal are available to all website visitors to view and download. Articles appearing in this scholarly journal were peer-reviewed and reflect multiple perspectives and research paradigms from disciplines such as child development, linguistics, literacy education, psychology, public policy, sociology, special education, and teacher education.
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