ABSTRACT
Reading Recovery, an early literacy intervention, has provided consistent and exemplary professional learning for teachers and outcomes for young struggling readers across multiple contexts. An international group of scholars across five countries work collaboratively to respond to challenges of implementation at the international level and to specific national and local issues that have international implications. Through international collaboration and investigation, Reading Recovery trainers make recommendations for changes in policy, implementation standards, and practice. Data are collected and reported on every teacher and every child receiving the intervention in each nation. Reading Recovery has continued to provide consistent and strong outcomes for young students while allowing for variability in national policies and education systems. This chapter discusses the work of the international scholarly community in the service of each nation’s most vulnerable young literacy learners. Further, information about the international research-base of Reading Recovery, literacy processing theory (Clay, 2015; Doyle, 2019), the systems approach to implementation (in multiple languages), professional development at three levels of training, as well as international data collection and replication of positive student outcomes will be shared to highlight the importance of advocating for early intervention and global collaboration.
