Reading Certificate, Transitioning to Reading and Literacy Added Authorization*

*SSU School of Educations's Graduate Reading Program is currently redesigning its program to be in compliance with the upcoming new standards. The Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credentials standards will be implemented as soon as fully approved by the Commission on Teacher Credentialing.

teacher works one on one with a boy

The Reading and Literacy Added Authorization program prepares individuals to take a leadership role at the school site and emphasizes work with students who experience difficulties with reading. R & L Authorized teachers assist and support other classroom teachers, assess student progress, and monitor student achievement while providing instructional and intervention services. They also play a consultative role in materials and program selection at the district and may take leadership responsibilities at their school site.

The authorization is the first tier of a two-level state license in the area of reading and language arts. Teachers completing the Reading Certificate program are encouraged to continue to earn the Reading and Literacy Leadership Specialist Credential.

NOTE: Students who wish to pursue an MA degree AND a Reading and Literacy Added Authorization and/or a Reading and Literacy Leadership Specialist Credential may complete programs concurrently.

Program Prerequisite

A basic teaching credential is required for admission

Added Authorization Prerequisite

Applicants for the Reading Added Authorization must provide verification of a minimum of three years of teaching experience. You may enter this licensure program with less experience, but you must have completed three years by the time you submit your application to the state.

EDRL Program Coursework – 15 Units

BLOCK 1 DEVELOPING A PERSONAL MODEL OF LITERACY — SPRING

Integrated investigation of literacy research, theories, beliefs and practices aimed at developing a working understanding and reflective stance for each of these themes through in-depth case studies of English learners. Candidates examine and understand the nature of fluent reading and comprehension, assessment approaches, planning and delivery of reading intervention and instruction, and best practices in assisting classroom teachers of English only and English learners. Focused field experiences and assessment that leads to purposeful reading instruction permeate this block.

  • 521A Language Development in First and Second Languages (3)
  • 522 Assessment & Teaching in Reading (3)

READING AND WRITING WORKSHOP — SUMMER

Certificate candidates assess and teach public school students in a summer program for literacy improvement and enrichment in a supervised clinical setting. Candidates deepen their knowledge of reading and language arts assessment, intervention and instructional strategies, in collaboration with and under the supervision of clinical faculty, university faculty and Reading and Language Arts Specialist Credential candidates.

  • 527A Clinical Field Experience (3)

BLOCK 2 DEVELOPING A PROFESSIONAL MODEL OF LITERACY — FALL

Investigation of literacy research, theories, beliefs and practices in teaching reading and writing, designed to produce a professional knowledge base for each of these themes. Candidates develop a comprehensive set of strategies for promoting fluent reading and comprehension, planning and delivery of literature-based reading curriculum, and assessment-based intervention and instruction. Candidates are prepared for literacy and language arts leadership roles at the school level.

  • 521B Reading & Language Arts in First and Second Languages (3)
  • 524 Literature and Literacy (3)