Reading Endorsement Courses

*Reading 1 and Reading 2 are Co-requisites and must be taken together

In this course, learners will explore the research behind providing students with the foundations of reading instruction. Learners will gain an understanding of the six components of reading as a process. Specifically, the learner will be introduced to eight important aspects:

• Understanding the six reading components of comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.
• Applying the principles of research-based reading instruction and integrating the six components of reading to scaffold student learning.
• Determining instructional practices that develop higher-order thinking skills and facilitate text-reading skills in appropriate content areas.
• Selecting appropriate resources and materials for the subject matter and student literacy levels.
• Engaging in the systematic problem-solving process to identify students with reading difficulties, including students with the characteristics of dyslexia, to provide appropriate interventions in tandem with progress monitoring.
• Discovering how to scaffold student learning through the application of the principles of research-based reading instruction while integrating the six components of reading.
• Administering and documenting appropriate formal and formal assessments to inform instruction to meet the needs of students within the six components of reading.
• Selecting appropriate resources and materials for the subject matter and student literacy levels.

*Required before starting course: Reading Courses 1 & 2

In this course, the learner will learn the research behind selecting and administering appropriate assessments and analyzing data to inform reading instruction. Specifically, the learner will be introduced to four important aspects:

• Understanding characteristics, purposes, and functions of reading assessments to identify students’ strengths and needs.
• Administering various formal and informal assessments across each component of reading.
• Analyzing data, interpreting results, and identifying trends to inform reading instruction to meet the needs of all students.
• Engaging in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions, and conduct effective progress monitoring.

*Required before starting course: Reading Courses 1, 2, & 3

In this course, the learner will apply evidence-based instructional practices by differentiating process, product, and context. Specifically, the learner will be introduced to four important aspects:

• Implementing differentiated evidence-based reading instruction within the six components of reading.
• Engaging in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions, and conduct effective progress monitoring.
• Recognizing characteristics that impact reading proficiency to differentiate instruction to support all students.
• Differentiating reading instruction for English learners at varying stages of English acquisition across various levels of literacy.

*Required before starting course: Reading Courses 1, 2, 3, & 4

This course will focus on the demonstration of accomplishment. Through a culminating practicum, educators will demonstrate their knowledge of the components of reading paired with assessments and data analysis to plan, implement, and reflect on comprehensive reading instruction for all learners. Specifically, the module will focus on four important aspects:

• Demonstrating knowledge of the components of reading: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.
• Implementing a comprehensive evidence-based reading plan of instruction for all students.
• Engaging in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions, and conduct effective progress monitoring.
• Utilizing assessment and data analysis to monitor progress and guide instruction over time ensuring learning gains and growth, modifying instruction as needed.