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    Marylhurst University
   
 
  Sep 23, 2017
 
 
    
2017-2018 Undergraduate and Graduate Catalog

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Reading Endorsement



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The reading endorsement program is designed for P-12 licensed educators who seek specialized preparation in literacy theory and practice, further preparing teachers to assess, instruct and nurture students with reading difficulties. Individuals will be prepared to serve as reading specialists, instructional coaches or teacher-leaders at the early childhood and elementary school levels or at the middle and high school levels.

Admission Requirements

For detailed application instructions, please contact the Office of Admissions.

  • Education Non-Degree Application
  • Official, sealed transcripts from each college or university where a degree was earned
  • Résumé
  • Statement of intent
  • Fingerprint verification
  • Copy of current teaching license

Candidates considering applying to the reading endorsement program may take 6 credits before admission with the permission of the Department of Education.

Program Learning Outcomes

The program outcomes for the reading endorsement educator concentration are from TSPC requirements (OAR 584-065-0050) for advanced licensure. Students must demonstrate proficiency in all areas to earn a reading endorsement. 

  1. Foundational Knowledge and Dispositions 
    1. ​Knowledge of psychological, sociological, linguistic and anthropological foundations of reading and writing processes and instruction.
    2. Knowledge of reading research and histories of reading.
    3. Knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity.
    4. Knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are integrated in fluent reading.
    5. Display dispositions related to reading and the teaching of reading.
  2. Instructional Strategies and Curriculum Materials 
    1. Use key instructional grouping options (individual, small group, whole class, computer-based).
    2. Use a wide range of instructional practices, including technology-based practices that promote reading and/or writing across the curriculum.
    3. Use a wide range of curriculum materials in effective reading instruction for learners at various stages of reading and writing development and from different cultural and linguistic backgrounds including English language learners.
    4. Plan and use appropriate practices, including technology-based practices in effective reading instruction for learners at various stages of reading and writing development and from different cultural and linguistic backgrounds including English language learners.
  3. Assessment, Diagnosis and Evaluation 
    1. Use a wide range of assessment tools and practices that range from individual and standardized group tests to informal, individual and group classroom assessment strategies and also include technology-based assessment tools.
    2. Place students along a developmental continuum and identify students’ proficiencies and difficulties.
    3. Use assessment information to plan and revise effective instruction for all students.
    4. Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
  4. Creating a Literate Environment 
    1. Use students’ interest and backgrounds as foundations for the reading and writing program.
    2. Use a large supply of books, technology-based information and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds.
    3. Model reading and writing enthusiastically as valued lifelong activities.
    4. Motivate learners to be lifelong readers.
  5. Professional Development 
    1. Continue to pursue the development of professional knowledge and dispositions. 
    2. Work with colleagues to observe, evaluate and provide feedback on each other’s practice.
    3. Participate in, initiate, implement and evaluate professional development programs.
  6. Leadership: Guidance and Supervision of Paraprofessionals

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