Early Literacy Intervention:
Expanding Expertise and Impact

a Reading Recovery initiative in partnership with the U.S. Department of Education

The goal of this initiative is to focus on developing highly effective teachers and resources for schools for improving the reading and writing abilities of students.
Funding has been provided through an award from the U.S. Department of Education, under award number U215K090094, for the Fund for the Improvement of Education (FIE) Program. The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.

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Home RTI principles RTI principle 4

Teacher expertise is central to instructional improvement, particularly for children having difficulty with literacy learning.
Reading Recovery: An Ideal Fit Within an RTI Framework

Reading Recovery provides an exemplar for professional development; teacher expertise is a hallmark of the intervention.

Administrators in Reading Recovery implementations recognize the importance of expertise for all teachers, but particularly for those working with struggling beginning readers and writers. They place emphasis on a skillful teacher who can focus on the needs of a particular child rather than yielding to the simplicity of scripted programs.

Reading Recovery provides an exemplar for professional development, with year-long initial training and ongoing professional development sessions. Reading Recovery teachers and leaders use their expertise in their other roles and in school and district literacy initiatives. Some university training centers are working with Reading Recovery teacher training sites to offer professional development to intervention specialists, special education teachers, and classroom teachers.
As with Reading Recovery, this professional development focuses on lessons designed for individual children.