Floretta Thornton-Reid, Executive Director
The program for training in Reading Recovery prepares teachers to observe, assess, and address reading problems in children in the first grade, using assessment, observation, and early intervention/prevention and teaching procedures developed by Dr. Marie Clay. Two levels of training are offered: teacher training and teacher leader training.
The Georgia State University Reading Recovery Program meets the requirements established by Professor Marie M. Clay, the faculty of The Ohio State University College of Education, and the Reading Recovery Council of North America (RRCNA). It has been granted a royalty free license to use the name "Reading Recovery" in conjunction with the program.
This program is a fixed sequence with enrollment fall through spring term. Admission to the program occurs once a year, and a school district and/or consortia must submit a site application and supporting materials. (Call 404/413-8024 for materials required for such applications.) The program begins in the summer with the Observation Survey Institute.
Students selected for training in Reading Recovery must apply for admission to an appropriate level of graduate study (e.g., nondegree, M.Ed., Ed.S., graduate transient) in the College of Education and must meet published criteria for admission.
A student must earn a cumulative grade point average of 3.00 in Reading Recovery courses to become a registered Reading Recovery teacher or teacher leader. Completion of Reading Recovery Teacher Training or Reading Recovery Teacher Leader Training qualifies the completer for the Georgia Teacher Certification Reading Endorsement.
Teacher Training prepares teachers to observe, assess, and select children for Reading Recovery understanding; to teach children using Reading Recovery methods and procedures; to make informed instructional decisions using records and materials unique to the program; to accelerate the progress of Reading Recovery children to meet the average level of reading achievement in each child's classroom; and to communicate with other teachers, principals, parents, and their peers about the effectiveness of the program and its impact in the school and community.
Teachers in training continue to work full time in their school districts in addition to attending class once each week. Teacher training requires school and district support to release the in-training teacher from classroom duties at least half time for one academic year. This requirement allows the teacher in training to work with four children in his or her school for 30 minutes per day, five days per week.
Applicants must hold a bachelor's degree and a current teaching certificate, among other criteria. Contact the department for further details.
Teachers in training enroll in the following courses for academic credit:
Required Fall Term (6):
Required Spring Term (3):
Program total: minimum of 9 semester hours
Students enrolled in the M.Ed. program in Early Childhood Education who have previously completed Reading Recovery Teacher Training may substitute ECE 7370 (3 hours) and ECE 7380 (3 hours) for ECE 7800 (Capstone Experience; 6 hours). Reading Recovery students enrolled in the Ed.S. program may substitute ECE 7380 (3 hours) for ECE 8680 (Internship; 3 hours). Because of the special nature of this program, students who withdraw will not be able to complete the program unless they apply to enter a later cycle. The faculty of the Georgia State University Reading Recovery Program reserves the right to refuse admission to any student who applies for a program cycle after having withdrawn from a previous cycle.
Teacher Leader Training prepares teachers to implement Reading Recovery in their home systems or regions; to recruit, select, and train teachers in Reading Recovery observation and teaching methods; to select children for service and assess their progress in the program; to supervise Reading Recovery teachers; to evaluate and oversee teaching decisions using record keeping materials unique to the program; to conduct public and professional awareness sessions for school systems and communities; to conduct research on the effectiveness of the program; and to teach children using Reading Recovery techniques, procedures, and methods.
Teacher leader training requires support from the trainee's home system, private school association, or consortium. Trainees are expected to attend a yearlong study program full time where they are trained through coursework, clinical sessions, and field experience. Teacher leaders must hold a minimum of a master's degree and meet other criteria for selection. (Contact the department for further details.)
Because the training of Reading Recovery teachers and Reading Recovery teacher leaders is different, students previously trained as Reading Recovery teachers who are later selected for teacher leader training will be required to complete the entire training sequence.
Teacher leaders in training enroll in the following courses for academic credit:
Required Fall Term (12):
Required Spring Term (15):
Program total: minimum of 27 semester hours
Students enrolled in the Ed.S. degree program in Early Childhood Education may substitute ECE 8310 Reading Recovery Theory II (3 hours) and ECE 8320 Reading Recovery Theory III (3 hours) for ECE 8400 Curriculum and Teacher Development (6 hours), and they may substitute ECE 8700 Reading Recovery Supervision (3 hours only) for ECE 8680 Internship (3 hours).