Reading Recovery Training

Applications for Reading Recovery training for the school year 2019/20 have now closed




What is Reading Recovery?

Reading Recovery is a school-based, short-term literacy programme designed for children in Senior Infants or First class (aged between five years, nine months and six years, six months) identified as the lowest literacy achievers following one year at school. The programme involves intensive one-to-one lessons of 30 minutes’ duration per day (with changeover time equal to 2.5 hours per day) with a specially trained Reading Recovery teacher for between 12 and 20 weeks. Successful implementation requires expert teachers who will need time and your full support and fidelity to a programme proven to work.  The goal is for children to develop effective reading and writing strategies in order to work within the average range of classroom performance.


The success rate of Reading Recovery in Ireland is very high.  Of the 2,663 children who participated in the Reading Recovery Intervention in 2016/17, 85.5% returned to their class at or above the average attainment for their peers following an average length of one-on-one intervention of 19.7 weeks. For the 14.5% who did not reach class average, these children are experiencing much less challenge as readers and have made progress. The high quality data, gathered during the implementation of the Reading Recovery intervention, can provide further guidance when planning any additional supports that may be needed by the pupil.




What happens in the Initial Professional Development Training (IPD) year?

Training as a Reading Recovery teacher requires participation in an accredited Reading Recovery Initial Professional Development programme (IPD) taught by a Reading Recovery teacher leader in one of seven centres in Ireland. Teachers who successfully complete the course are awarded a certificate from the Institute of Education, University College London.


The teacher in training is required to:


  • Attend 20-22 non sub-covered training sessions in their designated Reading Recovery Centre
  • Work with four children at any one time on an individual basis for a half an hour every day (50% of normal teaching time)
  • Share responsibility with their Training group (between 10 and 12 teachers) for teaching live lessons behind a two-way screen which are observed, analysed and discussed by the group.
  • Receive further support, tailored to the particular needs of the individual teacher and school, in the form of four to six visits form the Reading Recovery Teacher Leader
  • Make observation visits to and accept observation visits from Reading Recovery colleagues
  • Submit data when requested

The school is also requested to release another teacher to be trained as a Reading Recovery Link Teacher who will support the Reading Recovery Teacher with assessments. This is a non-sub covered training day.



What happens after the training year?

Following successful completion of the training year the Reading Recovery teacher will


  • Teach children in Reading Recovery (normally four per day)
  • Attend non-sub covered CPD sessions six days per year
  • Receive in- school visits and support from the Teacher Leader
  • Receive and make a colleague visit
  • Gather and submit data
  • Use the evidence from annual reports to inform further planning
  • Continue to work as a Reading Recovery teacher, normally for a period of five years


Please note that due to the high number of schools and children awaiting places and the cost of training it is expected that principals will timetable the Reading Recovery teachers to take full caseloads (normally four children per day). Further training places may not be given to schools who have trained Reading Recovery teachers on staff not faithfully implementing the programme (e.g. two Reading Recovery teachers working with 2 children per day).



Choosing a teacher to send for training

In considering which teacher to send for training we ask principals to note the following:




  • Permanent, probated teachers who are in school 5 days a week
  • Available to attend all training sessions all year
  • A voluntary applicant who is willing to commit themselves to such a demanding course
  • Willing to share expertise and lead literacy initiatives in school



  • Early years experience
  • Energetic and organised
  • Flexible
  • Willing to reflect


Is Reading Recovery suitable for my school context?

In order to implement Reading Recovery you will need


  • To have a cohort of at least 8- 10 struggling readers per year aged between five years and nine months and six years and six months
  • To timetable the Reading Recovery teacher to work with four children individually per day for 30 minutes per child (2.5 hours including changeover time)
  • To organise transport of children to the Reading Recovery centre (minimum of 2 per year) to be taught by your teacher behind a two-way screen
  • To commit to allocating the teacher to work as a Reading Recovery teacher with a full caseload for a period of approximately five years
  • To ensure that your Reading Recovery teacher is enabled to teach his/her four children daily and is not assigned other duties that would compromise the integrity of the RR programme
  • To release the Reading Recovery teacher six days per year to attend Continuing Professional Development training at their Reading Recovery centre following their initial training.
  • To attend the principals’ information day.




    Allocation of Reading Recovery Places

    Please note that Reading Recovery is heavily oversubscribed. Places are allocated in the first instance according to DEIS status.


    However, in the following cases, additional training places may be declined to a school regardless of status where


    • There are already enough trained Reading Recovery teachers on staff to successfully implement the programme
    • The school does not have a sufficient cohort of struggling readers (minimum of 8-10 struggling literacy learners in the age range of 5 years, nine months to 6 years, six months who have completed one year at school) to implement the programme successfully on an ongoing basis
    • The programme is not currently being implemented to maximum effect (e.g. 2 RR teachers taking 2 children each instead of 4 each)
    • The current Reading Recovery teacher is returning to mainstream class having spent less than five years in a Reading Recovery role


    Please note that under no circumstances can places be offered to a school which has not applied for a place (including cases where schools suddenly lose a teacher after the deadline for the close of applications).


    Please ensure that you have read all the above information before making an application 


    The closing date for applications for the school year 2019/20 was Thursday, April 4th at 5pm.  All schools who have made an application will be informed in writing whether or not their application has been successful by the end of June 2019.