Oakland University is one of only 20 universities in the United States to serve as a Reading Recovery university training center. Oakland University Reading Recovery faculty train and professionally develop Reading Recovery teacher leaders who affiliate with the center at Oakland University. These Reading Recovery teacher leaders then train and professionally develop Reading Recovery teachers at one of 13 regional Reading Recovery training sites throughout Michigan. Since its establishment in 1991, Reading Recovery in Michigan has served almost 96,940 of the state’s first graders and has trained over 1,160 teachers.
Each year, these Michigan Reading Recovery professionals provide individualized lessons to 8-12 children and also serve 35-40 additional children in their other instructional roles as classroom, special education, Title One reading, ESL, and bilingual teachers, and staff developers. For details, see Reading Recovery Executive Summaries.
"The goal of Reading Recovery is to dramatically reduce the number of learners who have extreme difficulty with literacy learning and the cost of these learners to education systems." -Marie Clay, founder, Reading Recovery
Reading Recovery strives to reduce the number of first-graders struggling to read and write. Reading Recovery achieves this result by focusing on Four Key Areas:
- Powerful Literacy Intervention for Children
- Training and Professional Development for Educators
- Long-Range Plan for School-wide Implementation
- Empirical Support for Reading Recovery
i3 Federal Grant for Reading Recovery
Oakland University received a $4 million federal grant to scale up Reading Recovery in Michigan. For more information on this grant and how schools may participate, see the i3 Grant page
2014-15 is the last year to take advantage of free reading recovery teacher training. All Michigan schools are eligible for this Grant Opportunity, but does have a priority list, should the limited number of spots in the training classes begin to fill.
Priority 1 Schools
are schools with a large proportion of English language learner (ELL) students, schools located in rural areas, and schools ranked in the bottom 5% of schools statewide.
Priority 2 Schools
are schools identified for Title 1 corrective action or restructuring, and schools or school districts in program improvement.
Priority 3 schools
are any other school (public, private, parochial or charter).