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. It is primarily a practitioner’s journal offering current information related to Reading Recovery teaching, theory, implementation, and research. JRR is available only to current RRCNA members.
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.