Reading Endorsement P-12 (READEDU2-END)

Program Description

The Reading Endorsement P-12 is designed for the teaching professional who seeks to advance literacy knowledge and teaching skills. The coursework for the endorsement involves: literacy theories, content area literacy, literacy assessments and evaluations, working with at-risk readers/writers, and serving as a literacy leader within a school setting.

Upon successful completion of the Reading P-12 endorsement program of study and passing the licensure exams, the holder of an Ohio standard teaching credential may add an endorsement in Reading P-12.

Professional Standards

This program is aligned with the following professional standards: The ODHE Reading Endorsement Standards (ODHE-RE, 2023); The International Dyslexia Association: Knowledge of Practice Standards for Teachers of Reading (IDA-KPS, 2018); The International Literacy Association (ILA, 2017); and The Ohio Standards for the Teaching Profession (OSTP, 2005)

Admissions Requirements

• Bachelor’s degree in Education
• Current Ohio teaching license
• 3.0 Cumulative minimum undergraduate GPA
• Admit under CONDITIONAL status if undergraduate GPA is 2.7-2.99 and GRE or MAT score is in the 50th percentile or better.  CONDITIONAL status will be lifted after the candidate demonstrates the ability to maintain a GPA at or above 3.0 in the first 9 credit hours of their graduate program coursework.
• Completion of required Ohio pre-requisite “Reading Core,” which includes 9 credit hours of reading/writing methods classes AND 3 credit hours in the teaching of Phonics.

Program Learning Objectives

Students enrolled in this course will:

1. Examine and explore the evolving body of evidence-based research and theoretical models that inform reading acquisition including cognitive and neurological processes which impact language and literacy development. (Foundational Knowledge)
2. Examine and explore the need for effective literacy instruction that is explicit and systematic. Include the domains of word recognition and language comprehension, and building foundational writing skills. (Instructional Practice)
3. Understand the Multi-Tiered System of Supports (MTSS) by selecting and using valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student’s literacy progress and achievements which support students across three tiers of reading instruction. (Assessment)
4. Understand the characteristics, strengths, and needs of readers along the continuum of skills and abilities including students with dyslexia and other reading disabilities, English learners, and emergent bilinguals. (Diverse Students)
5. Demonstrate professionalism and assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community. (Professional Dispositions & Practice)

Program Learning Outcomes

As a result of their learning experience, students successfully completing this program can [-aligned with OSTP (2005)]:

1. Analyze and apply current research and theories of literacy development to design developmentally appropriate and engaging instruction for a variety of learners. (Learner Development)
2. Demonstrate comprehensive knowledge of the interconnected components of literacy (phonological awareness, phonics, fluency, vocabulary, comprehension, and writing). (Content Knowledge)
3. Select and create a variety of formative and summative literacy assessments that accurately measure student learning and inform instructional adjustments. (Learning Differences)
4. Plan and deliver effective instruction that advances the learning of each individual student. (Instructional Strategies)
5. Create learning environments that promote high levels of learning and achievement for all students. (Learning Environments)
6. Collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. (Professional Learning and Ethical Practice)
7. Assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. (Leadership and Collaboration)

State Authorization Reciprocity Agreements (SARA)

This program prepares students to be eligible to apply for a professional license to practice in the state of Ohio.  Students planning to work in other states or countries should contact the relevant state licensing board in the state where you plan to work before beginning the program. SARA does not provide reciprocity for state professional licensure requirements. Academic programs and the program graduate must meet standards set by the licensing board in a state in order for the graduate to be eligible for a license in that state.

For More Information

• Reading Endorsement
• School of Education and Leadership
• College of Health, Education, and Human Services