K-12 Reading Specialist Graduate Certificate
The Reading Specialist graduate certificate program helps practicing PreK-12 teachers receive the knowledge and skills needed to support struggling readers from differing cultural, social, and linguistic backgrounds. The program can also prepare Title I, Part A teachers to help their students meet state academic standards.
Upon completion of this certificate, individuals seeking licensure in Ohio are eligible to pass the Praxis exam and apply for the Reading Specialist endorsement. Out-of-state graduates will need to check with their state’s Department of Education to see if this program will meet the needs to fulfill the requirements for similar certificates/endorsements.
The online Reading Specialist certificate consists of 18 credit hours and can be completed in as little as 3 semesters/1 year. Each course is approximately 7-weeks long. Students typically take two courses per 14-week semester.
LSLS 7026: Literacy Learning and Instruction PreK-12 (3 credits)
This course surveys current literacy curricula, methods, and materials for grades K-12 and is designed to bring teachers and administrators up-to-date in the field of literacy instruction. A major goal of this course is to identify the instructional contexts and practices most likely to support literacy development among all school-age students.
LSLS 7027: Theory to Practice: Models of Literacy (3 credits)
This course examines the major theories, perspectives, and models of the reading process, and to link this knowledge to instructional practice. Theories, perspectives, and models examined include the following: cognitive processing, transactional, psycholinguistic, sociocognitive, sociocultural, and critical/multiliteracies.
LSLS 7028: Literacy Assessment, Instruction, and Practicum I (3 credits)
This is the first course that examines a wide range of assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading. This course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results. Tutoring is required.
LSLS 7029: Literacy Assessment, Instruction, Practicum II (3 credits)
The second of two courses that examines a wide range of assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading. This course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results. The course also incorporates the study of and implementation of a wide range of assessments and builds on and extends the methods to support literacy development. Tutoring is required.
LSLS 7031: Principles of Organizing a Literacy Curriculum (3 credits)
This course addresses a wide range of issues and approaches related to planning, implementing, and supervising literacy programs in K-12 settings. It is designed to provide students with the knowledge, skills, and resources needed to take a leadership role in designing effective instruction, developing and evaluating curriculum materials, creating a literate environment, and facilitating teacher professional development to meet the literacy needs of students across the grades.
LSLS 7054: Literacy as a Linguistic and Cultural Tool (3 credits)
This course examines the social, cultural, and community aspects of literacies, the linguistic and cultural aspects of learning English as a additional language, and the ways in which schools might recognize, maintain, develop, and build upon the “ways with words” that contemporary students acquire and learn in out-of-school contexts. The course is based on a sociocultural view of literacy, encompassing multidisciplinary approaches and focuses on key sociocultural arguments, influential studies, and their classroom implications.