International Standards


Dr. Marie M. Clay, the founder of Reading Recovery, has made this early intervention available to schools, teachers, and children around the world through an international body of trainers.

In each country offering trademark Reading Recovery, permission to use the trademark is contingent upon compliance with a set of Standards written to assure quality services to children and effective implementations. Each nation’s Standards apply to the teaching of children, the training of Reading Recovery teachers, the training of Reading Recovery Tutors/Teacher Leaders, and the training of Trainers in that nation.

Most national implementations detail both Standards and Guidelines to support the establishment and maintenance of effective programs, and this allows each nation, through their accredited Trainers, to consider and plan for the Standards of trademark Reading Recovery in light of their specific educational systems and settings.

This document presents the International Standards for Reading Recovery. These Standards provide the basis for development of each nation’s specific Standards and Guidelines and are considered the minimum requisites for the trademark Reading Recovery implementation in each nation. These International Standards apply to Reading Recovery in English and to all recognized re-developments of Reading Recovery in languages other than English.

The International Standards, detailed below, pertain to four areas: Standards for Teaching Reading Recovery Children; Standards for Reading Recovery Teachers, Standards for Reading Recovery Tutors/Teacher Leaders; Standards for Reading Recovery Trainers.

  1. Standards for Teaching Reading Recovery Children
    1. Select the lowest achieving children (based on An Observation Survey of Early Literacy Achievement) in the appropriate age group according to national Standards for Reading Recovery instruction.
    2. Teach children individually in 30 minute, daily Reading Recovery lessons.
    3. Maintain Reading Recovery lesson records to inform instruction.
    4. Collect and submit data annually on all children participating in Reading Recovery.
  2. Standards for Reading Recovery Teachers
    1. Uphold the Standards for Teaching Reading Recovery Children
    2. Be qualified/certified teachers with evidence of successful teaching.
    3. Complete a year long accredited Reading Recovery course taught by a certified Tutor/Teacher Leader that includes assessment training (An Observation Survey of Early Literacy Achievement).
    4. Teach a minimum of four children in Reading Recovery daily throughout the year of training.
    5. Teach live Reading Recovery lessons for colleagues during both training and on-going professional development sessions.
    6. Receive school visits during which the Reading Recovery teacher’s lesson(s) will be observed by the Tutor/Teacher Leader.
    7. Continue, once trained, to attend Reading Recovery professional development sessions as scheduled.
    8. Consult with the Tutor/Teacher Leader regarding decisions related to Reading Recovery children.
  3. Standards for Reading Recovery Tutors/Teacher Leaders
    1. Teach children upholding the Standards for Teaching Reading Recovery Children.
    2. Be qualified/certified teachers with evidence of successful teaching experience and ability to provide professional development for teachers and to work productively with colleagues and administrators.
    3. Successfully complete a full time, accredited training program of one year at a recognized Reading Recovery Tutor/Teacher Leader Training Center affiliated with the recognized holder of the trademark in the nation where training is occurring.
    4. Be supported by an appropriate educational system that is committed to implementing Reading Recovery as designed.
    5. Participate in visits from a Trainer.
    6. Provide the training courses and on-going professional development sessions for teachers upholding the Standards for Reading Recovery Teachers.
    7. Provide guidance to Reading Recovery teachers, including school visits, to maximize the learning of children.
    8. Monitor and report the implementation of Reading Recovery.
  4. Standards for Reading Recovery Trainers
    1. Successfully complete a full time training program of one academic year (a minimum) at a recognized Trainer training center (as described in the IRRTO document: Centers for the Training and Development of Reading Recovery Trainers Worldwide).
    2. Be recognized as a Trainer by his/her nation’s respective trainer organization.
    3. Work collaboratively with fellow trainers within the nation to:
      1. Uphold the International Standards for Reading Recovery;
      2. Provide the training and ongoing professional development of Tutors/Teacher Leaders;
      3. Assume responsibility for leadership in the implementation of Reading Recovery;
      4. Support a system for the annul collection and monitoring of national Reading Recovery data;
      5. Engage in research and pursue the future development of Reading Recovery nationally and internationally;
      6. Engage in personal professional development including the teaching of children to inform their practice.

Finalized 9/2006

IRRTO International RR Standards

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