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Reading Recovery Training

Reading Recovery educators improve their skills by participating in a year-long, graduate-level study followed by extensive professional development opportunities where they explore research-based theory and procedures.

There are three levels of Reading Recovery training: teacher, teacher leader and trainer of teacher leaders. The Reading Recovery Center of Michigan at Oakland University trains teachers and teacher leaders. The trainings we offer are below.
TEACHER LEADER
TRAINING
TEACHER
TRAINING
LITERACY
LESSONS
LITERACY
SUPPORT

Reading Recovery Teacher Leader Training (20 graduate credits)

Teachers who want to become a Reading Recovery Teacher Leader are employed by a Reading Recovery Regional Training Site. Upon completion of their teacher leader training, they train and professionally support Reading Recovery teachers at their sites. 

The Teacher Leader Training Program is delivered over a two year period. Year One of the teacher leader training program is conceptualized across five strands: teaching children, teaching teachers, implementation of Reading Recovery, literacy theories and research, and issues in literacy difficulties. The Reading Recovery program is dependent on the expertise of teacher leaders in all five strands. Course experiences, readings, and assignments are designed for each of the five strands and integrated over a period of three semesters; fall, winter, and summer (through mid-June) with ongoing professional support and mentoring provided in Year Two of the teacher leader role. 

Professional development support is provided to registered teacher leaders in subsequent years by the Reading Recovery Center of Michigan at Oakland University with teacher leaders also participating in the annual National Reading Recovery Teacher Leader Institute. Reading Recovery Teacher Leaders engage in the following activities:

  • Participate in weekly graduate-level courses taught by a Reading Recovery University Trainer for a full academic year through the Reading Recovery Center of Michigan at Oakland University.
  • Fulfill all of the requirements for Reading Recovery teacher training.
  • Work at their Regional Reading Recovery Site to collect data and monitor the implementation of Reading Recovery in the schools affiliated with their site.
  • Affiliate with the Reading Recovery Center of Michigan at Oakland University and maintain Teacher Leader registry status each year. 

Teachers who want to become a Reading Recovery Teacher Leader must apply for admission to the Reading Recovery Teacher Leader Training Program at Oakland University. The application process requires completion of both the Teacher Leader Application and the Oakland University Reading Recovery Site Application.



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Reading Recovery Teacher Training (10 graduate credits)

Teachers who want to become a Reading Recovery teacher are employed at an elementary school affiliated with a Michigan Reading Recovery Regional Training Site. These teachers engage in the following activities:
  • Participate in a weekly graduate-level course taught by a registered Reading Recovery teacher leader for a full academic year at an approved Reading Recovery training site.
  • Teach at least four Reading Recovery children daily and fulfill other district-prescribed roles.
  • Teach for their peers during weekly class sessions, gaining experience observing and describing teacher-student behaviors and developing effective decision making skills to inform instruction.
  • Work with their school principal and other teachers to establish school teams to monitor the implementation of Reading Recovery in their schools.
  • Continue to teach a minimum of four children daily following their initial year of training in Reading Recovery and participate at their Reading Recovery Site in ongoing professional development activities including observation and discussion of teaching sessions.
For more information about becoming a Reading Recovery teacher, visit the website of the Reading Recovery Council of North America.

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Literacy Lessons Teacher Training (8 graduate credits)

Teachers who want to become a Literacy Lessons intervention specialist are special education teachers or teachers of English language learners. These teachers are employed at an elementary school affiliated with a Michigan Reading Recovery Regional Training Site. These teachers engage in the following activities:
  • Participate in a weekly graduate-level course taught by a registered Reading Recovery teacher leader for a full academic year at an approved Reading Recovery training site.
  • Teach at least two Reading Recovery children daily (a minimum of 4 children in one year) and fulfill other district-prescribed roles.
  • Teach for their peers during weekly class sessions, gaining experience observing and describing teacher-student behaviors and developing effective instructional decision making skills.
  • Work with their school principal and other teachers to establish school teams to monitor the implementation of Reading Recovery and Literacy Lessons in their schools.
  • Learn to apply their new knowledge to their work with identified special education students in their schools.

Literacy Lessons teachers may elect to become Reading Recovery teachers by taking two graduate credits in Reading Recovery training with a trained Reading Recovery teacher leader in the fall semester following the completion of their Literacy Lessons training. For more information about Literacy Lessons Training Requirements for Teachers of Special Education and English Language Learners see Literacy Lessons for Special Education and ELL Teachers.



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Literacy Support Teacher Training (8 graduate credits)

Literacy Support teachers are classroom teachers or Title I/reading specialists. These teachers are employed at an elementary school affiliated with a Michigan Reading Recovery Regional Training Site. Literacy Support teachers engage in the following activities:
  • Participate in a weekly graduate-level course taught by a registered Reading Recovery teacher leader for a full academic year at an approved Reading Recovery training site.
  • Teach at least two Reading Recovery children daily (a minimum of 4 children in one year) and fulfill other district-prescribed roles.
  • Teach for their peers during weekly class sessions, gaining experience observing and describing teacher-student behaviors and developing effective instructional decision making skills.
  • Work with their school principal and other teachers to establish school teams to monitor the implementation of Reading Recovery in their schools.
  • Learn to apply their new knowledge to their work with struggling literacy learners in their classroom and small group instructional settings.

Literacy Support teachers may elect to become Reading Recovery teachers by taking two graduate credits in Reading Recovery training with a trained Reading Recovery teacher leader in the fall semester following the completion of their Literacy Support training. For details see Literacy Support Requirements for Classroom Teachers and Title 1/Reading Specialists.

Students taking training in Reading Recovery, Literacy Lessons, and Literacy Support can apply their credits toward a Masters degree in Reading and Language Arts. To begin the process, students should contact the RLA department chair, followed by applying for admission through the office of Graduate Study, contact them at (248) 370-3167.



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