K-12 Reading Endorsement Competencies
The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
R
designates which of the reading endorsement competencies are specific to the competencies for Reading Certification. The
E
designates which of the
reading endorsement competencies are specific to those for Exceptional Student Education (ESE).
Course
Credit
Inservice
Points
Text Rule 6A – 4.0292
Specialization Requirements for Certification in Reading (Grades K-12)
6 TOTAL
HOURS
120
TOTAL
POINTS
TEXT RULE:
Understanding reading as a process of student engagement in both fluent
decoding of words and construction of meaning.
3 hours
COMPETENCY 1: Foundations in Language & Cognition
Has substantive knowledge of language structure and function and cognition for
each of the five major components of the reading process.
Inservice:
1.A.1
1.A.2
1.B.1
1.B.2
1.C.1
1.C.2
1.D.1
1.D.2
1.E.1
1.E.2
1.E.3
1.E.4
1.F.1
1.F.2
1.F.3
1.F.4
1.F.5
The total inventory of Specific Indicators (A-F) satisfy Competency 1
Specific Indicator A: Phonemic Awareness
•
Identify and apply basic concepts of phonology as they relate to
language development and reading performance (e.g., phonological
processing, inventory of phonemes, phonemic awareness skills,
phonemic analysis) *
•
Distinguish both phonological and phonemic differences in language and
their applications in written and oral discourse patterns (e.g., language &
dialect differences) *
Specific Indicator B: Phonics
•
Identify structural patterns of words as they relate to reading
development and reading performance (e.g., inventory of orthographic
representations, syllable conventions; spellings of prefixes, root words,
affixes) *
•
Apply structural analysis to words (e.g., orthographic analysis, spelling
morphologies, advanced phonics skills)
Specific Indicator C: Fluency
•
Identify the principles of reading fluency as they relate to reading
development
•
Understands the role of reading fluency in development of the reading
process
Specific Indicator D: Vocabulary
•
Identify and apply principles of English morphology as they relate to
language acquisition (e.g., identify meanings of morphemes, inflectional
and derivational morphemes, morphemic analysis) *
•
Identify principles of semantics as they relate to vocabulary development
(e.g., antonyms, synonyms, figurative language, etc.)
Specific Indicator E: Comprehension
•
Identify principles of syntactic function as they relate to language
acquisition and reading development (e.g., phrase structure, types
of sentences, sentence manipulations) *
•
Understands the impact of variations in written language of different
text structures on the construction of meaning
•
Identify cognitive task levels and the role of cognitive development in
the construction of meaning of a variety of texts (e.g., knowledge,
comprehension, application, analysis, synthesis, evaluation)
•
Understands the transactive nature of the reading process in
constructing meaning from a wide variety of texts and for a variety of
purposes (e.g., text connections: within texts, across texts, from text to
self, from text to world)
Specific Indicator F: Integration of the major reading components
•
Identify language characteristics related to informal language and
cognitive academic language. *
•
Identify phonemic, semantic, and syntactic variability
between English and other languages. *
•
Understands the interdependence between each of the major reading
components and their effect upon fluency in the reading process (e.g.,
reading rate: phonological processing and construction of meaning)
•
Understands the interdependence between each of the
major reading components and their affect upon comprehension (e.g.,
construction of meaning: vocabulary, fluency)
•
Understands the impact of dialogue, writing to learn, and print
environment upon reading development
K-12 Reading Endorsement Competencies
3 hours
COMPETENCY 2: Foundations of Research-Based Practices
Understands the principles of scientifically based reading research
as the foundation of comprehensive instruction that synchronizes
and scaffolds each of the major components of the reading process
toward student mastery.
Inservice:
2.A
2.B
2.C
2.D
2.E
2.F.1
2.F.2
2.F.3
2.F.4
The total inventory of Specific Indicators (A-F) satisfy Competency 2
Specific Indicator A: Phonemic Awareness
•
Identify explicit, systematic instructional plans for scaffolding development
of phonemic analysis of the sounds of words (e.g., phonemic blending,
segmentation, etc.) *
Specific Indicator B: Phonics
•
Identify explicit, systematic instructional plans for scaffolding development
from emergent through advanced phonics with words from both informal and
academic language (e.g., orthographic skills, phonetic and structural analysis:
rules, patterns, and generalizations)
Specific Indicator C: Fluency
•
Identify explicit, systematic instructional plans for scaffolding fluency
development and reading endurance (e.g., rereading, self-timing, independent
reading material, reader’s theater, etc.)
Specific Indicator D: Vocabulary
•
Identify explicit, systematic instructional plans for scaffolding vocabulary and
concept development (e.g., common morphological roots, morphemic
analysis, system of word relationships, semantic mapping, semantic analysis,
analogies, etc.)
Specific Indicator E: Comprehension
•
Identify explicit, systematic instructional plans for scaffolding development
of comprehension skills and cognition (e.g., key questioning strategies such
as reciprocal teaching, analysis of relevance of details, prediction; “think-
aloud” strategies, sentence manipulation, paraphrasing, etc.)
Specific Indicator F: Integration of the major reading components
•
Identify comprehensive instructional plans that synchronize the major reading
components (e.g., a lesson plan: structural analysis, morphemic analysis,
reciprocal teaching, rereading, etc.)
•
Identify explicit, systematic instructional plan for scaffolding content area
vocabulary development and reading skills (e.g., morphemic analysis,
semantic analysis, reciprocal teaching, writing to learn, etc.)
•
Identify resources and research-based practices that create
both language-rich and print-rich environments (e.g., large and diverse
classroom libraries; questioning the author; interactive response to authentic
reading and writing tasks, etc.)
•
Identify research-based guidelines and selection tools for choosing literature
and expository text appropriate to students’ interests and independent reading
proficiency
R
K-12 Reading Endorsement Competencies
3 TOTAL
HOURS
60
TOTAL
POINTS
TEXT RULE
Administration and interpretation of instructional assessments to include
screening, diagnosis, and progress monitoring with purposes of prevention,
identification, and remediation of reading difficulties.
3 hours
COMPETENCY 3: Foundations of Assessment
Understands the role of assessments in guiding reading instruction
and instructional decision making for reading progress of struggling
readers.
Inservice:
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
Specific Indicators
•
Describe or recognize appropriate test formats and types of test items for
assessing the major elements of reading growth: phonemic awareness,
phonics, fluency, vocabulary, and reading comprehension
•
Understands the role of assessment in planning instruction to meet student
learning needs
•
Interpret students’ formal and informal test results.
R , E
•
Identify measurement concepts and characteristics
and uses of norm-referenced and criterion-referenced
tests.
R
•
Understand the meaning of test reliability and validity,
and describe major types of derived scores from
standardized tests
•
Demonstrate knowledge of the characteristics,
administration, and interpretation of both quantitative
and qualitative instructional assessments (to include
each of the following: screening, diagnosis,
progress monitoring, and outcome measures).
•
Analyze data to identify trends that indicate adequate progress in student
reading development.
E
•
Understand how to use data to differentiate instruction (grouping
strategies, intensity of instruction: ii vs. iii)
E
•
Understand how to interpret data with application of instruction that
matches students with appropriate level of intensity of intervention (in
whole class, small group, one-to-one), with appropriate curricular
materials, and with appropriate strategies.
E
•
Identify appropriate criteria for selecting materials to
include in portfolios for monitoring student progress
over time.
R, E
•
Identify interpretive issues that may arise when English
language tests are used to assess reading growth in LEP
students *
•
Identify reading assessment techniques appropriate
for diagnosing and monitoring reading progress of
LEP students and students with disabilities in the area of
reading. *
E
K-12 Reading Endorsement Competencies
3 TOTAL
HOURS
60
TOTAL
POINTS
TEXT RULE:
Understanding how to prescribe, differentiate instruction, and utilize
appropriate strategies and materials based upon scientifically based reading
research in order to address the prevention, identification, and remediation
of reading difficulties in order to increase reading performance.
1.5 hours
COMPETENCY 4: Foundations of Differentiation
Has a broad knowledge of students from differing profiles, including
students with disabilities and students from diverse populations.
Inservice:
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
Specific Indicators
•
Identify the characteristics of both language and cognitive
development and their impact on reading proficiency.
•
Compare language, cognitive, and reading acquisition of different age
groups (primary, intermediate, secondary levels) and abilities. *
•
Identify language acquisition characteristics of learners from mainstream,
students with exceptional needs, and diverse populations. *
•
Identify stages of reading development for diverse
learners, including mainstream students, LEP students,
and students with disabilities in reading.
•
Identify common difficulties in development of each of the major reading
components.
•
Understands specific appropriate reading instructional accommodations for
students with exceptional needs and LEP students.
E
•
Identify principles of differentiating instruction for all students in
mainstream classes, including students with disabilities in reading, and
LEP students. *
•
Identify strategies effective and more skilled readers use for word
recognition and comprehension in contrast to those strategies used by
beginning and/or struggling readers.
R
•
Select appropriate materials that address cultural and
linguistic differences. *
E
•
Identify structures and procedures for monitoring student reading progress
K-12 Reading Endorsement Competencies
1.5 hours
COMPETENCY 5: Application of Differentiated Instruction
Has knowledge of effective, research-based instructional
methodology to prevent reading difficulties and promote
acceleration of reading progress for struggling students, including
students with disabilities and from diverse populations.
Inservice:
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
5.13
Specific Indicators
•
Apply knowledge of scientifically based
reading research in each of the major reading
components as it applies to reading instruction
(phonemic awareness, phonics, vocabulary, fluency,
comprehension).
•
Apply research-based practices and materials for
preventing and accelerating both language and
literacy development.
R
•
Identify techniques for scaffolding instruction for children
having difficulty in each of the five major components of
reading growth
•
Apply research-based instructional practices for
developing students’ phonemic awareness.
•
Apply research-based instructional practices for developing students’
phonics skills and word recognition.
R
•
Apply research-based instructional practices for developing students’
reading fluency, automaticity, and reading endurance.
•
Apply research-based instructional practices for
developing both general and specialized content
area vocabulary .
R
•
Apply research-based instructional practices for developing students’
critical thinking skills
R
•
Apply research-based instructional practices for facilitating reading
comprehension
R
•
Apply knowledge of language to instruction in working with LEP students
that are at different levels of oral proficiency. *
•
Identify instructional strategies to facilitate
students’ metacognitive skills in reading.
R, E
•
Identify reliable and valid assessment procedures to validate instructional
applications.
E
•
Identify and set goals for instruction and student learning based on
assessment results to monitor student progress
K-12 Reading Endorsement Competencies
3 TOTAL
HOURS
60
TOTAL
POINTS
TEXT RULE:
Supervised practicum to obtain practical experience in increasing the
reading performance of a student(s) with the prescription and utilization of
appropriate strategies and materials based upon scientifically based reading
research to address the prevention, identification, and remediation of
reading difficulties.
3 hours
COMPETENCY 6: Demonstration of Accomplishment
Applies knowledge of reading development to reading instruction with
sufficient evidence of increased student reading proficiency for struggling
students, including students with disabilities and students from diverse
populations.
Inservice:
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
6.11
6.12
Specific Indicators:
•
Applies knowledge of language development,
literacy development, and assessment to
instructional practices.
R
•
Demonstrate knowledge of research-based
instructional practices for developing students’
phonemic awareness.
•
Demonstrate knowledge of research-based instructional practices for
developing phonics skills and word recognition.
R
•
Demonstrate knowledge of research-based instructional practices for
developing reading fluency, automaticity, and reading endurance.
•
Demonstrate knowledge of research-based practices for developing both
general and specialized content area vocabulary.
R
•
Demonstrate knowledge of research-based instructional practices for
facilitating reading comprehension
R
•
Demonstrate knowledge of instruction to facilitate
students’ metacognitive efficiency in reading.
R, E
•
Demonstrate knowledge of research-based instructional
practices for developing critical thinking and content area
reading skills
R
•
Demonstrate knowledge of goal setting and monitoring of student progress
with appropriate instructional application that promotes increases in
student learning trends in reading over time.
E
•
Demonstrate knowledge of differentiating instruction
for all students in mainstream classes, including students
with disabilities in reading, and LEP students. *
•
Demonstrate instructional skill in working with LEP students that are at
different levels of oral proficiency. *
•
Demonstrate knowledge of creating both language-rich and print-rich
environments.