Expanding teaching expertise

Training in Reading Recovery builds on the skills, knowledge and experience that teachers have already acquired during their career. It is an opportunity to focus on an area of expertise and develop new capabilities.

If you are a teacher interested in Reading Recovery, there are three levels of professional training: Reading Recovery teacher, Tutor and Trainer. The University of Auckland offers Tutor and Trainer education.

Reading Recovery

Reading Recovery

Reading Recovery

Experienced junior class teachers who undertake a year of apprenticeship-style training to deliver intensive one-to-one instruction to 6-year-olds having difficulty with literacy learning.

Skilled teachers, knowledgeable about literacy, who complete a full time year of professional and academic training. This enables them to train Reading Recovery teachers and provide ongoing professional development and support for trained teachers.

Professional leaders in literacy who undertake an advanced year-long postgraduate programme of study. This prepares them to provide tertiary level training for Tutors and guide the effective delivery of Reading Recovery across a school system.


Reading Recovery teachers provide individual, daily help for a short time to the lowest achieving 6-year-olds in their schools.

Schools select experienced junior class teachers who are fully committed to undertaking the year-long training course. Throughout the year they work with at least four children individually for 30 minutes each child per day.

Teacher training begins with guidance on the administration and analysis of the assessment tasks outlined in An Observation Survey of Early Literacy Achievement (Clay, 2019). This is followed by fortnightly in service sessions where, through observation and discussion of live lessons, teachers learn how to work with children using Literacy Lessons Designed for Individuals (Clay 2016) as a support.

At the same time, and throughout the year, the teachers teach their own Reading Recovery children, learning on the job.

During their training year Reading Recovery teachers:

  • develop an understanding of reading and writing processes

  • become skilled at using a range of systematic observation techniques to assess and guide children's reading and writing progress

  • learn how to design individual instruction that assists the child to produce effective strategies for working on textgain experience with critically evaluating their work and that of their peers

  • gain experience with critically evaluating their work and that of their peers

  • learn how to implement Reading Recovery effectively and report regularly on its operation in their schools.

Once trained, Reading Recovery teachers attend support sessions for as long as they are involved in Reading Recovery. These professional development sessions continue to be based on observation and discussion of Reading Recovery lessons and Early Literacy Support in schools.

Interested in training as a Reading Recovery teacher?


Reading Recovery Tutors play a key role in implementing Reading Recovery and provide:

  • year-long, in-service training courses for Reading Recovery teachers.

  • ongoing professional development sessions, school visits, and consultancy services to Reading Recovery teachers and schools.

In 2021 a new small-group initiative (Early Literacy Support) is in the process of development in schools that implement Reading Recovery. Preparation for supporting teachers and schools in this work is also an integral part of the Tutor role.

How can a school get started?

Applications invited: Reading Recovery Tutor Training 2022

Close date: Mon 20 September 2021


Professional training for Reading Recovery Tutors is conducted regularly as a year-long, full-time programme of study through The University of Auckland Faculty of Education and Social Work.

Training will be designed to accommodate candidates that don’t live in Auckland.

Those interesting in applying for Reading Recovery Tutor training should have the following:

  • at least three years of successful junior school teaching experience

  • some experience in a professional leadership role

  • evidence of on-going professional development and capability for continuing academic study

Professional qualities include:

  • flexibility and openness to new learning

  • the ability to assume an educative role in the community regarding literacy initiatives and implementations

  • the capability to undertake an advanced academic training programme

  • strong communication and organisational skills

  • the ability to work in a team

Successful completion of the following four academic papers at the Masters Level are required to be awarded a Postgraduate Diploma in Education (Reading Recovery Specialisation) by the University.

Paper Title
Special Topic: Reading Recovery: Individual Inquiry
Must be a Reading Recovery Trainee
Special Topic: Reading Recovery: Design, Implementation and Research
Must be a Reading Recovery Trainee
Issues in Literacy Teaching and Learning
Open Entry
Challenges of Literacy Difficulties
Open Entry

Interested in becoming a Reading Recovery Tutor? GET IN TOUCH


Reading Recovery Trainers play a central leadership role in Reading Recovery. They provide tertiary level training for Tutors and also guide, monitor and support the effective delivery of Reading Recovery across an education system.

Reading Recovery Trainers establish new implementations, advise on policies, current issues and developments, and undertake and report on research. It is the responsibility of Trainers to keep up-to-date with current worldwide research, so that they can proactively steer any necessary changes to the development of Reading Recovery, to ensure the continued success of the intervention.

The National Reading Recovery Centre at The University of Auckland Faculty of Education and Social Work is one of four international centres that offer professional training for Reading Recovery Trainers.

The full year programme of study incorporates academic and theoretical studies at Masters level or above, training experience with Tutor trainees undertaking Tutor training, contact with experienced Tutors in the field and practical work with young children.

Applicants for training as a Reading Recovery Trainer should be

  • highly qualified academically and professionally (MA or above)

  • able to work effectively with a range of professionals

  • capable of assuming responsibility for Tutor training and the effective delivery and development of Reading Recovery.

Interested in training as a Reading Recovery Trainer?