Endorsement in Reading
Providing the Right to Read Through Evidence-Based Literary Instruction
Learning to read is a fundamental right. In order to provide that right to students, educators need to possess the foundational knowledge and pedagogical skills provided by the vast body of research known as the Science of Reading in order to provide equitable, evidence-based instruction to all students.
Too often educators find that there is a stark difference between the literacy curriculum they are provided with and the needs of their students with diverse reading profiles, including dyslexia, and therefore struggle with literacy instruction, support, and intervention in the classroom.
Based on the International Dyslexia Association’s Knowledge and Practice Standards, the PESB Reading Endorsement Competencies, and the Science of Reading, the Endorsement in Reading program will provide teachers with the foundational knowledge and pedagogy they need in order to provide explicit and systematic literacy instruction and data-driven interventions.
Interested in learning more about the Science of Reading? Visit our Science of Reading landing page!
The state-approved Endorsement in Reading is designed for teachers who want to add to their Washington state teaching certificate. This endorsement can also be added to our Bachelor of Art in Education for students working toward their first residency certificate. Courses are provided completely online, so you can study around your schedule. You may also complete the required internship in your current teaching position.
When educators complete this endorsement program, they will be ready to pass the Washington Educator Skills Test (WEST-E®), and will be considered highly qualified to teach structured literacy to students with diverse reading profiles, including dyslexia, in a general education classroom setting or become a reading coach or reading specialist.
Learning Outcomes
Throughout the reading endorsement program, you’ll learn the following topics:
- The five essential components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension)
- The major theories and empirical research regarding evidence-based literacy instruction, particularly within the realm of the Science of Reading
- Theoretical models of reading such as Scarborough’s Reading Rope (2001), the Simple View of Reading, the four-part processing model, and Ehri’s Phases of Reading Development
- Developmentally appropriate teaching concepts and practices that support word recognition (phonological awareness, decoding, sight word recognition) and language comprehension and the many complex and interrelated factors that contribute to skilled reading
- Evidence-based practices for screening, diagnosing, and supporting diverse reading profiles, including dyslexia
- Structured literacy instruction
Note: Statement on 34 CFR 668.43(a)(5)(v) and 34 CFR 668.43(c). Candidates of City University of Seattle Teacher Certification Programs, complete requirements to be recommended for certification or endorsement in the state of Washington. Except for Washington State, CityU has made no determination if this program will lead to licensure in another state. Please reference the resources below to determine licensure requirements and/or transfer policies in states other than Washington. The National Association of State Directors of Teacher Education and Certification (NASDTEC) have negotiated licensure reciprocity agreements among states. This means that if you earn licensure in Washington you may be able to gain licensure in another state based on proof of a valid Washington license. NASDTEC agreements can be found by clicking the following link. Requirements for licensure can change without notice, therefore it is important to contact the State Department of Education to confirm reciprocity in another state.
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