Reading Certificate Program

Apply research-based methods to develop fluent reading across grade levels for speakers of English and English learners. Topics include phonemic awareness, phonological structure of English, morphological structure of English, decoding/word attack strategies; spelling; importance of extensive practice; decodable texts; skills and strategies to develop independent readers; reading and writing practice including writing to reinforce reading; connected texts; transfer strategies from primary language reading skills in English language reading skills; strategies and materials for struggling readers.

Develop the knowledge and skills needed to teach reading comprehension. Topics include the development of reading comprehension; the role of academic language and of background knowledge; vocabulary development and concept formation; narrative and expository text analysis; thinking strategies (inference, summarization, predicting, questioning, clarifying); study strategies (summarizing, predicting, questioning, clarifying); independent reading of high quality books; development of listening and reading comprehension skills; multicultural literature and informational text; scaffolding strategies for the English language learner; motivational strategies; and knowledge and skills for applying literature and expository text for children and adolescents, and to improve comprehension strategies.

Use effective assessment and evaluation to develop, deliver and modify reading and writing instruction for all students. Specifically, the course will cover selection, use and interpretation of reading and writing assessments; assessment of knowledge and skills with English proficient learners as well as English language learners; formal and informal assessment strategies and tools; communicating assessment results to parents, administrators, teachers, school board members and students; aligning assessments with instructional programs; effective assessment-based intervention programs; and using instructional technology for assessment and instruction.

This course is designed to help practitioners develop a rich understanding of the myriad issues that diverse learners face in complex environments, including home, community, and school. It is intended to provide teachers gain depth of knowledge in the social, cultural, linguistic, and academic challenges and opportunities faced by English Language Learners and to impart practical strategies for educators to teach pupils with sensitivity to these issues. Topics include: (1) theories of second language acquisition; (2) theories of reading acquisition in a second language; (3) reading and writing skills for English learners; and (4) psychological and socio-linguistic aspects of reading and writing in a second language. Skills acquired in this course will be aligned with current California English and Language Arts frameworks and standards.

Review and analyze the research in reading and language arts and its implications for student assessment and instruction. Topics include how children learn to read; the phonological and morphological structure of English; orthography/spelling; second language acquisition; the relationship between language, spelling, reading and writing; psychological and socio-linguistic aspects of reading and writing; balanced comprehensive literacy instruction; reading and writing skills for the English proficient learner and the English language learner; respect for such individual differences as ethnic, culture, gender, linguistic and socioeconomic status; and the writing process (pre-writing, drafting, revising, editing and publishing).

The Reading Practicum is the culminating course in the Reading Certificate Program. Participate in 45 hours of documented work in a selected classroom that provides balanced, comprehensive reading and language arts instruction and which ensures that each candidate has diverse experiences of teaching English language learners, beginning readers, and students with reading problems. Assess struggling readers at both early and intermediate levels; tutor or teach small groups of struggling readers at two or more reading levels including the nonreader level and one or more higher levels. Prerequisites: Developing Fluent Readers, Teaching Comprehension Strategies, Intervention with Struggling Readers, Assessment-Based Reading Instruction, Issues in Reading Instruction.