Section 27.110 Reading

Section 27.110  Reading

By October 1, 2024, all candidates for a Reading Teacher

endorsement will be required to complete a program aligned to the Standards for

the Preparation of Literacy Professionals (2017), published by the International

Literacy Association, P.O. Box 8139, Newark DE 19714, and available at https://www.literacyworldwide.org/

get-resources/standards. (No later amendments to or editions of these

guidelines are incorporated.) The standards effective until September 30, 2024

are as follows:

a)         The competent reading teacher has a deep understanding of

reading and reading instruction.

1)         Knowledge Indicators – The competent reading teacher:

A)        knows theoretical models and philosophies of reading education

and their relevance to instruction.

B)        knows the scope and sequences for reading instruction at all

developmental levels, pre-K through grade 12.

C)        knows the history of reading instruction and its relevance to

current theory and practice.

D)        is aware of trends, controversies, and issues in reading

education.

E)        understands the construction and psychometric properties of

classroom reading tests, including the State assessment.

F)         understands, respects, and values cultural, linguistic, and

ethnic diversity and knows how these differences can influence learning to

read.

G)        understands the differences between reading skills and

strategies and the role each plays in reading development.

H)        knows a wide range of quality literature for students.

2)         Performance Indicators – The competent reading teacher:

A)        adjusts reading instruction to meet the needs of diverse

learners (e.g., gifted students, students with limited English proficiency), as

well as those who speak non-standard dialects.

B)        locates, evaluates, and uses literature for readers of all

abilities and ages.

C)        uses various tools to estimate the readability of texts

ance Indicators – The competent reading teacher:

A)        adjusts reading instruction to meet the needs of diverse

learners (e.g., gifted students, students with limited English proficiency), as

well as those who speak non-standard dialects.

B)        locates, evaluates, and uses literature for readers of all

abilities and ages.

C)        uses various tools to estimate the readability of texts.

D)        uses technology to support reading and writing instruction.

E)        demonstrates ability to meet all the requirements set forth in

Section 27.100(a) through (l).

b)         The competent reading teacher understands how to diagnose

reading disabilities and how to teach and support the education of students

with reading disabilities.

1)         Knowledge Indicators – The competent reading teacher:

A)        understands models of reading diagnosis that include students'

proficiency with print conventions, word recognition and analysis, vocabulary,

fluency, comprehension, self-monitoring, and motivation.

B)        understands models of reading disabilities used in special

education.

C)        knows a wide variety of informal and formal assessments of

reading, writing, spelling, and oral language.

D)        understands the uses and limitations of informal and formal

assessments.

E)        is aware of a variety of individualized and group instructional

interventions or programs for students with reading problems.

F)         knows models of and procedures for providing reading diagnosis

and educational services to students with reading problems.

2)         Performance Indicators – The competent reading teacher:

A)        screens classes to identify students in need of more thorough

reading diagnosis.

B)        determines strengths and needs of individual students in the

areas of reading, writing, and spelling.

C)        determines students' reading levels (independent,

instructional, frustrational)

es to students with reading problems.

2)         Performance Indicators – The competent reading teacher:

A)        screens classes to identify students in need of more thorough

reading diagnosis.

B)        determines strengths and needs of individual students in the

areas of reading, writing, and spelling.

C)        determines students' reading levels (independent,

instructional, frustrational).

D)        gathers and interprets information for diagnosis of the reading

problems of individual students.

E)        develops individual educational plans for students with severe

learning problems related to literacy.

F)         interprets and explains diagnostic information for classroom

teachers, parents, and other specialists to assist them in planning

instructional programs.

G)        develops case study reports of students with reading problems.

H)        designs, implements, and evaluates appropriate reading programs

for small groups and individuals.

c)         The competent reading teacher participates in curriculum

design and implementation.

1)         Knowledge Indicators – The competent reading teacher:

A)        knows State and national educational standards that are

relevant to reading education.

B)        knows exemplary programs and practices in reading education.

C)        is aware of guidelines for the evaluation of curriculum

material and instructional technology.

2)         Performance Indicators – The competent reading teacher:

A)        participates in the development and implementation of school

improvement plans.

B)        participates in and facilitates reading curriculum design,

revision, and implementation efforts.

C)        participates in the evaluation and selection of instructional

materials, including textbooks, trade books, materials for students with

special needs, and technology.

D)        guides and trains paraprofessionals, tutors, and volunteers.

d)         The competent reading teacher communicates and works with the

public and other professionals

design,

revision, and implementation efforts.

C)        participates in the evaluation and selection of instructional

materials, including textbooks, trade books, materials for students with

special needs, and technology.

D)        guides and trains paraprofessionals, tutors, and volunteers.

d)         The competent reading teacher communicates and works with the

public and other professionals.

1)         Knowledge Indicator – The competent reading teacher

understands the value of community support for school reading programs.

2)         Performance Indicators – The competent reading teacher:

A)        communicates effectively about reading to the general public.

B)        facilitates home-school connections and parental participation

in school reading programs.

e)         The competent reading teacher has high professional standards.

1)         Knowledge Indicators – The competent reading teacher is aware

of and adheres to ethical standards of professional conduct in reading

education.

2)         Performance Indicators – The competent reading teacher:

A)        reflects on teaching practices and conducts self-evaluation.

B)        stays current with developments in reading education and

literature for children and adolescents by reading professional journals and

other publications and by attending professional conferences.

C)        participates in local, State, or national professional

organizations in reading education.