Featured Professional Learning Opportunities
Leveled Literacy Intervention in Grades K-2
K-2Join us for a 6-day institute and learn how to deliver a structured, systematic small-group intervention with proven results in grades K–2.
The New Benchmark Assessment System 2.0 (System 2, Levels K-Z)
3-8In this two-day institute learn how to use BAS 2.0 to pinpoint students’ reading behaviors and instructional needs with word-solving, fluency, and comprehension.
The New Benchmark Assessment System 2.0 (System 1, Levels A-P)
K-8This two-day workshop will help you learn how to use the new BAS 2.0 system to pinpoint student strengths and needs as readers, including oral reading behaviors, fluency, comprehension, writing about reading, and phonological awareness and early phonics skills.
Over 30 Years of Academic Excellence in Literacy Learning
The Center for Reading Recovery & Literacy Collaborative at Lesley University has been engaged in thirty years of innovative, research-based, system-wide educational improvement efforts. We are focused on a single mission—to ensure that every child has the opportunity to live a literate life.
We have been working with educators in school systems to improve children’s literacy.
30 Years
of experience improving
childhood literacy
50,000+
educators served from
across the nation and
around the world
Millions
of children’s lives
improved through literacy
Featured Blog Posts
How Will They Learn to Read if They Never Read?
Four ways that school leaders can encourage children to read every day, in and out of school.
The Joys and Benefits of Interactive Writing in Early Literacy
Interactive writing is a powerful and engaging literacy practice for young learners. It is a collaborative approach where you and the children share the pen to compose text together. This process not only supports early writing development but also strengthens foundational literacy skills in an authentic and meaningful way.
Celebrating the Small Wins
Creating learning environments requires strength-based observations, time to celebrate, and facilitative language that guides, encourages, and energizes learners. Time pressures in schools often interfere with educators’ ability to observe for and celebrate learning. However, securing time to create and sustain learning environments that appreciate, acknowledge, and celebrate learning journeys is possible.