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Reading Recovery Center of Michigan

Pawley Hall, Room 217
456 Pioneer Dr.
Rochester , MI 48309-4482
(location map)
(248) 370-3057
readingrecovery@oakland.edu

Reading Recovery Center of Michigan

Pawley Hall, Room 217
456 Pioneer Dr.
Rochester , MI 48309-4482
(location map)
(248) 370-3057
readingrecovery@oakland.edu

Programs for Educators

Oakland University's Reading Recovery Center provides specialized yearlong programs of graduate study to become certified as a Reading Recovery Teacher Leader, or teacher of Reading Recovery, Literacy Lessons, and Literacy Support.

Note: Educators taking the courses in Reading Recovery, Literacy Lessons, and Literacy Support who are interested in applying their credits toward a Master’s degree in Reading and Language Arts should contact the program coordinator, followed by applying for admission through Graduate Study.

Teacher Leader

Reading Recovery Teacher Leader (20 graduate credits)
Educators 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 Program is delivered over a two year period. Year One of the teacher leader program is conceptualized across five strands: teaching children, teaching teachers, implementation of Reading Recovery and Literacy Lessons, literacy theories and research, and issues in literacy difficulties and is focused on the development of expertise 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 and beyond 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 teaching and support of their affiliated teachers.
  • 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 national Teacher Leader registry status each year. 

Qualified educators who want to become a Reading Recovery Teacher Leader 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. 

Teacher Training

Reading Recovery Teacher (10 graduate credits)
Certified/licensed educators at the elementary school level enroll in the RDG 5439 Reading Recovery Teacher Training program, comprised of 10 months over 3 semesters (fall, winter, summer 1). During the training year, educators learn to implement specialized reading methods with young children most at risk for reading difficulties. Educators observe, record, analyze and modify the reading and writing behavior of children and develop understandings of reading acquisition.

Educators preparing to become Reading Recovery trained engage in the following:

  • 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.
  • Instruct/teach a minimum of four Reading Recovery eligible first-grade children (eight children total in one year), in daily one-to-one 30-minute lessons and fulfill other district-prescribed roles.
  • Work with their school principal and other teachers to establish school teams to monitor the implementation of Reading Recovery.
  • Maintain their certification in subsequent years by following the Standards and Guidelines for Reading Recovery in the United States which includes teaching at least four children from the lowest performing first graders in daily one-to-one lessons each academic year (a minimum of 8 children each year).
  • Participate in continuing certification/development sessions offered by the Reading Recovery Teacher Leader at the Reading Recovery Site after initial training year.

Literacy Lessons Teacher (8 graduate credits)
Specialist educators (certified as special educators or teachers of English language learners) who want to enhance their knowledge of literacy processing with special populations of learners.  These specialist educators enroll in the 8 graduate credit, RDG 5449 Literacy Lessons program, comprised of 10 months over 3 semesters (fall, winter, summer 1).

Educators preparing to become Literacy Lessons trained engage in the following:

  • 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 regional training site.
  • Instruct/teach a minimum of two Reading Recovery eligible first-grade children daily, four children total in one year, in daily one-to-one 30-minute lessons.
  • Work with their school principal and other teachers to establish school teams to monitor the implementation of Literacy Lessons.
  • Maintain their certification in subsequent years by following the requirements for Literacy Lessons which includes teaching at least one child from their specialist caseload in daily one-to-one lessons each academic year.
  • Participate in continuing certification/development sessions offered by the Reading Recovery and Literacy Lessons Teacher Leader at the Reading Recovery Site after initial training year.
  • Additionally, upon successful completion of their Literacy Lessons training program, these educators may choose to participate in the Reading Recovery Certification option as outlined in the training requirements for Literacy Lessons.

Literacy Support Teacher (8 graduate credits)
Classroom teachers and reading interventionists who want to enhance their knowledge of literacy processing in work with students in whole class or small group instructional settings enroll in the 8 graduate credit, RDG 5459 Literacy Support Training program, comprised of 10 months over 3 semesters (fall, winter, summer 1).

Educators preparing to become Literacy Support teachers engage in the following:

  • 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 regional training site.
  • Instruct/teach a minimum of two Reading Recovery eligible first-grade children daily, four children total in one year, in daily one-to-one 30-minute lessons.
  • Work with their school principal and other teachers to establish school teams to monitor the implementation of Literacy Lessons.
  • Maintain their certification in subsequent years by following the requirements for Literacy Support which includes teaching at least one child from their classroom or reading intervention caseload in daily one-to-one lessons each academic year.
  • Participate in continuing certification/development sessions offered by the Reading Recovery and Literacy Lessons Teacher Leader at the Reading Recovery Site after the initial training year.
  • Additionally, upon successful completion of their Literacy Support training program, these educators may choose to participate in the Reading Recovery Certification option as outlined in the training requirements for Literacy Support.