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CS 013 827
Standards for Reading Professionals. Revised.International Reading Association, Newark, DE.ISBN-0-87207-197-91998-00-0063p.; Developed by the Professional Standards and EthicsCommittee of the International Reading Association.Order Department, International Reading Association, 800Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139($12.95). Web site: http://www.reading.org.Guides Non-Classroom (055) Opinion Papers (120)MF01/PC03 Plus Postage.Codes of Ethics; Elementary Secondary Education; HigherEducation; *Knowledge Base for Teaching; *Literacy;Paraprofessional School Personnel; Preschool Education;*Professional Training; *Reading Instruction; *ReadingTeachers; *Standards*International Reading Association
A revision of a 1992 publication, this booklet presentsstandards intended to assist in the establishment and evaluation of programsof teacher preparation, to guide the assessment of the qualifications ofliteracy professionals, and to inform private and state agencies,policymakers, and the general public as they shape literacy instruction nowand in the future. The booklet presents three sets of proficiencies for 10professional roles; in Appendix C, standards for the role of theparaprofessional are also delineated. According to the booklet, the first setof proficiencies, Knowledge and Beliefs about Reading, delineates theunderlying principles and knowledge for the second and thirdsets--Instruction and Assessment, and Organizing and Enhancing a ReadingProgram. The booklet states that the first set of standards deals with whatreading professionals and paraprofessionals need to know, while the secondand third sets deal with what they are "able to do." It also presents amatrix of competencies and proficiency levels for the various categories ofliteracy practitioners. The booklet describes what reading professionalsshould know about the literacy process and the teaching proficiencies theyshould possess to effectively apply that knowledge to the development ofliteracy in individuals of all ages and levels. Appendixes containapproximately 140 suggested readings; 18 related websites; competencies forthe paraprofessional; a list of the 9 conferences where the standards werereviewed; and the International Reading Association's Code of Ethics. (NKA)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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This document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality.
° Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
A REFERENCE
FOR THE PREPARATION
OF EDUCATORS IN THE
rUNITED STATES
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
1r(A2,-;
TO THE EDUCATIONALRESOURCESINFORMATION CENTER (ERIC)
ar sAIL .L
Developed by theProfessional Standards and Ethics Committee
of theInternational Rea. i sociation
2
REPROFE I0
Developed by theProfessional Standards and Ethics Committeeof theInternational Reading Association
INTERNATIONAL
f,k Readingaff Association
800 Barksdale Road, PO Box 8139, Newark, Delaware 19714-8139, USAwww.reading.org
3
IRA BOARD OF DIRECTORS AT TIME OF ADOPTIONJohn J. Pikulski, University of Delaware, Newark, Delaware, President Kathryn A. Ransom, IllinoisState University, Springfield, Illinois, President-Elect Carol Minnick Santa, School District #5, Kalispell,Montana, Vice President Richard L. Allington, University at Albany-SUNY, Albany, New York BetsyM. Baker, Columbia Public Schools, Columbia, Missouri James F. Baumann, Department of ReadingEducation, University of Georgia, Athens, Georgia James V. Hoffman, The University of Texas-Austin,Austin, Texas Kathleen Stumpf Jongsma, Northside Independent School District, San Antonio, Texas
Adria F. Klein, California State University, San Bernardino, California Diane L. Larson, OwatonnaPublic Schools, Owatonna, Minnesota John W. Logan, Northbrook School District 27, Northbrook,Illinois Lesley M. Morrow, Rutgers University, New Brunswick, New Jersey Alan E. Farstrup,Executive Director
The International Reading Association attempts, through its publications, to provide a forumfor a wide spectrum of opinions on reading. This policy permits divergent viewpointswithout implying the endorsement of the Association.
Additional informationFor additional information about these standards and their application within educationalsettings, contact the Professional Standards and Ethics Committee or the Research Divisionof the International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE19714-8139, USA. Phone 302-731-1600, ext. 226.
Copyright 1998 by the International Reading Association, Inc.All rights reserved. No part of this publication may be reproduced or transmitted in anyform or by any means, electronic or mechanical, including photocopy, or any informa-tional storage and retrieval system, without permission from the publisher.
Library of Congress Cataloging in Publication DataStandards for reading professionals/Developed by the Professional Standards and
Ethics Committee of the International Reading Association.-Rev.p. cm.
Indudes bibliographical references.1. Reading TeachersTraining ofUnited StatesStandards.I. International Reading Association. Professional Standards and Ethics Committee.LB2844.1.R4S83 1998 98-12398
371.12-dc21ISBN 0-87207-197-9
Contents
Preface
Part 1 Core Beliefs About the Knowledge Base for Teaching andLearning That Inform the Standards for Reading Professionals
iv
1
Part 2 Role Descriptions and Academic Preparation of Reading 3
Professionals
Part 3 Matrix of Competencies 8
References 23
Appendix A Suggested Readings 24
Appendix B Related Web Sites 31
Appendix C Competencies for the Paraprofessional 32
Appendix D Conferences and Conventions Where Standards for 39Reading Professionals Was Reviewed
Appendix E International Reading Association Code of Ethics 40
Preface
THE INTERNATIONAL READING ASSOCIATION (IRA) iS a professional organi-
zation concerned with the promotion of literacy through the instruc-tion of reading, writing, listening, and speaking, with all forms ofliterature at all levels of education. Literacy abilities develop over alifetime; for literacy to flourish and mature, it must be encouraged andreinforced at every level from preschool and the elementary gradesthrough middle school, high school, college, and beyond.
Literacy requires an understanding of reading and writing inmany forms, including print and electronic images, intertwined with theability to interpret critically and apply new information to existingknowledge. Thus, school literacy programs must involve students inlearning to read and write in situations that foster critical thinking andin the use of literacy for independent learning in all subject areas.
This publication is a revision of a previously published IRAbook also titled Standards for Reading Professionals, produced in 1992. Likethe earlier book, these standards are intended to assist in the establish-ment and evaluation of programs of teacher preparation, to guide theassessment of the qualifications of literacy professionals, and 'to informprivate and state agencies, policymakers, and the general public as theyshape literacy instruction now and in the future.
Three sets of proficiencies are presented in the Standards for 10professional roles. In Appendix C, standards for the role of the para-professional also are delineated. The first set of proficiencies, Knowledgeand Beliefs About Reading, delineates the underlying principles andknowledge for the second and third setsInstruction and Assessmentand Organizing and Enhancing a Reading Program. The first set ofstandards deals with what reading professionals and paraprofessionalsneed to know, the second and third sets with what they are able to do.
Use of the Standards for Reading ProfessionalsThis book describes what reading professionals should know about theliteracy process and the teaching proficiencies they should possess toeffectively apply that knowledge to the development of literacy inindividuals of all ages and levels. The need for such standards ishighlighted in the report by the National Research Council, PreventingReading Difficulties in Young Children (Snow, Burns, & Griffin, 1998), whichrecommends the following:
.iv6
Instruction should be provided by a well-qualified reading specialistwho has demonstrated the ability to produce high levels of studentachievement in reading (p. 327);
Every school should have access to specialists, induding speech andlanguage clinicians, English as a second language teachers, resourceroom teachers, and reading specialists who have specialized trainingrelated to addressing reading difficulties and who can give guidance toclassroom teachers (p. 333); and
Local education agencies should set specific standards of evidence ofefficacy for reading-related materials and inservice programs. (p. 334)
Also, as reported in Education Week (Bradley, 1998), many teacher-educa-tion programs are not adequately preparing teachers to teach childrento read.
Therefore, Standards for Reading Professionals is intended for use byeducational and governmental agencies in the identification of qualifiedpersonnel for the delivery of literacy programs. The document iscurrently used in the accreditation 'of teacher education by the NationalCouncil for Accreditation of Teacher Education (NCATE). It also is anti-cipated that the document will be used by state education departmentsin the creation of certification and licensure requirements and by uni-versities and colleges in the design, implementation, and assessment ofprograms for preparing educators and paraprofessionals.
The Revision and Review ProcessThe process of revising these Standards involved many people. The ini-tial draft of the document was created by a specially appointed ad hoccommittee and was submitted to the IRA Professional Standards andEthics Committee. That document was distributed for comments to IRAmembers and practitioners in the spring, summer, and fall of 1997.Reviews on the draft were obtained at several conferences and meetings(see Appendix D). The comments gleaned from these reviews were usedto create a Field Edition that then was disseminated for review to over500 individuals and groups in January 1998. In addition, throughoutthe process IRA sponsored several standards-related sessions at itsannual conventions.
AcknowledgmentsMany individuals contributed significantly to the development of theserevised Standards. They include members of the 1997-1998 ProfessionalStandards and Ethics Committee: Allen Berger, Frances Bliss, VirginiaDeAngelis, Ernest Dishner, Frederick Fedorko, Margaret Genisio, BarbaraGrugel, Carol Harless, Daniel R. Hittleman (Chair), Richard Robinson,Lynn Romeo, and Debra L. Winikates; Jack Cassidy, IRA/NCATERepresentative; and Deborah M. Houston, IRA Research Division.
The Committee gratefully acknoWledges,the many IRA memberswho responded to the call for comments on the initial drafts and FieldEdition during the review process. Their ideas, critical analyses, andthoughtful suggestions have guided the Committee during the variousaspects of revision.
In addition, we wish to thank IRA staff, many of whom provid-ed hours of technical expertise on the composition and layout of thedrafts, Field Edition, and the final document, and equally as manyhours of patience in the completion of this important publication. Inparticular, the Committee is especially indebted to the following IRAstaff members for their assistance: Karen Needles and Karen Redden inManagement Information Systems, Gail Keating and Linda McAfee inthe Research Division, and Matt Baker, Chris Kempers, Peggy Mason,Boni Nash, David Roberts, Iona Sauscermen, and Cynthia Sawaya inthe Publications Division.
Daniel R.. Hittleman
Chair, Professional Standards and Ethics Committee 1997-1998
vi 8
PART 1
Core Beliefs About le Knowledge Base
for Teaching and Learning bat Inform
Standardsfor Reading Professionals
LANGUAGE LEARNERS AND LANGUAGE USERS are activeconstructors of meaning; they seek meaning from what theyread, hear, and view, and they seek to convey meaning as they
express themselves through speaking and writing. The following corebeliefs may be derived from this view of language learning and use:
The language artsreading, writing, speaking, listening, viewing, andrepresenting visuallyare interrelated; they are rarely used in isolation,and they tend to be mutually reinforcing as students learn and usethem.
The language arts are complex behaviors that develop over time;individual learners do not progress at the same rate in the same ways.
Learners use their language skills in all curriculum areas; thus, profi-ciency in language arts is central for doing well in school and inbecoming lifelong literacy practitioners.
Literature in all its forms is a source of enjoyment and insight thatshould be made available to all language learners.
Language takes many forms; its diversity must be respected.
These are core beliefs that informed the IRA/NCTE Standardsfor the English Language Arts published in 1996. Those standards arenot intended to define curriculum or prescribe instructional methodol-ogy; their purpose is to serve as a starting point for discussion aboutquality English language arts instruction. Educators at state and locallevels should have the right to define curriculum and determine thebest instruction for their students.
There is a need for reading professionals to be trained appropri-ately, thus the need for these standards about the knowledge andteaching proficiency of reading practitioners. The standards presented inthe main matrix of this book outline three categories of reading practi-tioners (a separate category for paraprofessionals, which includes
9
2
classroom and/or literacy assistants, is presented in Appendix C):
the classroom professional (early-childhood teacher, elemen-tary school teacher, middle and secondary school teacher,special-education teacher, and adult:education teacher);
the specialized reading professional (reading specialist, readingcoordinator, and teacher educator); and,
the allied professional (related service professional andadministrator).
These standards for reading professionals reflect a recognitionof the extensive body of research studies and instructional informationabout the development of literacy. Much of this knowledge is foundin IRA's journals and is summarized and interpreted in many of itspublications. In addition, the knowledge is summarized and analyzed inhandbooks of research on reading and teaching in the English languagearts. We used these sources to establish the theoretical framework ofStandards for Reading Professionals as well as in developing the subcate-gories and individual criteria that constitute the levels of competencyfor each category of literacy practitioner.
Appropriately prepared reading professionals have proficiencyin three broad categories:
1. Knowledge and Beliefs About Reading, which includes understandingtheories of reading development, individual differences, the nature ofreading difficulties, and principles of assessment.
2. Instruction and Assessment, which includes being able to create instruc-tional environments; to teach word identification, phonemic awareness,letter-sound correspondence, vocabulary skills, strategies for compre-hension and the construction of meaning, and study strategies; and toassess student performance and progress.
3. Organizing and Enhancing a Reading Program, which includes abilities tocommunicate information about reading to various groups, to developliteracy curricula, to participate in or lead professional-developmentprograms, to participate in or conduct research, to collaborate orsupervise other literacy practitioners, to communicate assessmentresults, and to engage in professional activities.
The Suggested Readings in Appendix A contain sources of infor-mation relating to all these areas. There are references to classical aswell as contemporary handbooks, texts, and IRA publications coveringmajor aspects of the field of literacy. Appendix B lists Web sites relatedto literacy and education. Reading professionals can use both types ofresources in developing effective instructional programs; these resourcesunderpin the competencies detailed in Standards for Reading Professionals.
0
PART 2
Role Descriplions and Academic Preparation
of Reading Professionals
LEARNING TO READ AND WRITE is a complex process, andstudents come in contact with many people as they work towardcompetency as literacy users. A child's home and community
play critical roles in helping him or her acquire the skills, strategies, andattitudes needed for full literacy; these environments also should providestrong support for the efforts of school-based professionals and parapro-fessionals. The knowledge areas and competencies of several differentlevels of school-based literacy providers form the focus of this book.
The standards identify three broad categories of literacyproviders: (1) classroom professionals, (2) specialized reading profes-sionals, and (3) allied professionals. These categories reflect differencesin the amount of interaction between students and members of each ofthese categories and in the levels of responsibility each will have forstudents' literacy development. They also reflect differences in academicpreparation and depth of knowledge about literacy teaching and learn-ing necessary for career success. The recommended academic prepara-tions listed here are guidelines. Institutions may document academicand performance proficiency through other means.
Some understanding of how students acquire literacy and devel-op as literacy users must be an important component of the profes-sional training of reading professionals and paraprofessionals at alllevels and in all professional and paraprofessional roles.
CATEGORY I:
THE CLASSROOM PROFESSIONALTEACHES IN REGULAR EDUCATION, SPECIAL EDUCATION, OR LITERACY EDUCA-
TION IN GRADED OR AGE-GROUPED CLASSROOMS AT PRESCHOOL THROUGH
HIGH SCHOOL LEVELS.
o MUST BE STATE CERTIFIED OR LICENSED IN EARLY-CHILDHOOD, ELEMENTARY,
SPECIAL, MIDDLE SCHOOL, OR SECONDARY EDUCATION.
11
Role 1: Early-Childhood Teacher (preschoolGrade 3)Teaches in a regular education age-grouped classroom at the
preschool through third-grade level.
Academic preparation should include a minimum of 12 credithours* in basic reading and language arts, children's literature, andassessment, and 3 credit hours in developmentally appropriate practicesin emergent literacy, incorporating adequate coverage of the competen-cies as shown in the matrix for professionals in Part 3.
Role 2: Elementary School Teacher (Grades K-5)Teaches in a regular-education, age-grouped dassroom at kinder-
garten through fifth-grade levels.
Academic preparation should indude a minimum of 15 credithours in basic reading and language arts courses, children's literature, anddevelopmentally appropriate practices, incorporating adequate coverage ofthe competencies as shown in the matrix for professionals in Part 3.
Role 3: Middle and Secondary School Teacher (Grades 6-12)May be specialized in an area of study (for example, mathematics,
social studies, or science) and have professional preparation other thanreading education.
Includes content-area teachers responsible for literacy instruction thatalso promotes content-area learning.
Academic preparation should indude a minimum of 3butpreferably 6credit hours in basic reading and language arts courses,strategy instruction, and content literacy, incorporating adequate coverageof the competencies as shown in the matrix for professionals in Part 3.
Role 4: Special-Education Teacher (preschool-Grade 12)May provide reading instruction to students with reading and
language difficulties in compensatory or special-education programs(for example, inclusion programs and regular education initiatives).
Academic preparation should include a minimum of 12 credithours in basic reading and language arts, assessment and intervention,and literature, incorporating adequate coverage of the competencies asshown in the matrix. Coursework should include training in collabora-tion and interpersonal relationships.
4 * The credit hours alluded to under academic preparation are semester hours.
12
Role 5: Adult-Education TeacherTeaches in adult continuing-education programs (for example, adult basic
education, high school equivalency, correctional institutions, and interper-sonal relationships or workplace-education programs).
May be specialized in an area of study (for example, mathematics, socialstudies, or science) and have professional preparation other than readingeducation
May teach in a subject area other than reading and be responsible forliteracy instruction that promotes content-area learning.
May teach developmental or corrective reading study skills, and higher-order thinking in settings such as vocational technical schools andcorrectional institutions, community colleges, and adult literacy centers.
Academic preparation should indude a minimum of 3butpreferably 6credit hours in basic reading and language arts courses,incorporating adequate coverage of the competencies as shown in thematrix for professionals in Part 3.
CATEGORY II:
THE SPECIALIZED READING PROFESSIONAL
HAS PRIMARY RESPONSIBILITY OF TEACHING LITERACY, INCLUDING WRITTEN
AND ORAL LANGUAGE SKILLS: READING, WRITING, SPEAKING, LISTENING, VIEW-
ING, AND REPRESENTING VISUALLY.
WORKS COOPERATIVELY AND COLLABORATES WITH OTHER PROFESSIONALS
IN PLANNING PROGRAMS TO MEET THE NEEDS OF A DIVERSE POPULATION OF
LEARNERS.
SERVES AS A RESOURCE IN THE AREA OF LITERACY EDUCATION FOR TEACHERS,
ADMINISTRATORS, AND THE COMMUNITY.
PROVIDES LEADERSHIP IN LITERACY INSTRUCTION AND IN PROFESSIONAL-
DEVELOPMENT OPPORTUNITIES AND PROGRAMS. SERVES AS A MENTOR TO
PRESERVICE OR INSERVICE READING PROFESSIONALS.
Role 6: Reading SpecialistProvides specialized literacy instruction and assessment in coopera-
tion with other literacy professionals and paraprofessionals tostudents at one or more of the following levels: early childhood,elementary, secondary, or adult; and in the following settings: public,private, or commercial schools, reading resource centers, or clinics.
Provides literacy services to students in compensatory or special-education programs.
13
Provides instructional guidance to paraprofessionals.
Teaches developmental reading or study skills, or both, at thesecondary or adult level.
Academic preparation should indude a minimum of 21 graduatecredit hours in reading and language arts and related courses, forexample, assessment, incorporating adequate coverage of the compe-tencies as shown in the matrix for professionals in Part 3. Academicpreparation also should indude a 6-credit-hour supervised practicumexperience.
Role 7: Reading CoordinatorIncludes reading consultants who administer literacy, bilingual, com-
pensatory, and ESL programs in schools or other institutional settings.
Directs organization, management, and assessment of school,district, or institutional literacy programs.
Academic preparation should be comparable to that of thereading specialist in addition to at least 9 graduate credit hours insupervision and administration, interpersonal relations, grant writing,program evaluation, and school law and finance. Additional readingcourses should include an emphasis on professional development andcurricula.
Role 8: Teacher EducatorProvides instruction to preservice and graduate students at the college
or university level.
Provides professional development services in cooperation withother professionals.
Participates in scholarly activities, including creative works.
Forges university-school partnerships with other educationalagencies to promote the advancement of literacy.
Academic preparation should be similar to that of the readingspecialist (Role 6). It is recommended that the professional be a gradu-ate of an accredited doctoral program, be able to interpret and engagein research, and have a minimum of 5 years of teaching experience inGrades K-12.
146
CATEGORY III:
THE ALLIED PROFESSIONAL
HAS PRIMARY RESPONSIBILITY FOR WORKING WITH READING AND
CLASSROOM PROFESSIONALS IN THE DEVELOPMENT OF LITERACY PROGRAMS
FOR ALL STUDENTS.
Role 9: Related Service ProfessionalIncludes psychologists, counselors, librarians, media specialists, speech
or language therapists, technology specialists, or others who provideliteracy-related services to students in public or private institutions.
Academic preparation should include a minimum of 6 to 9credit hours in reading and language arts courses, incorporatingadequate coverage of the competencies as shown in the matrix forprofessionals in Part 3.
Role 10: AdministratorProvides leadership to teachers in public and private institutions. It is
strongly recommended that the administrator possess teaching experi-ence in Grades K-12 as well as the competencies required of classroomteachers. In addition, the professional should have knowledge of andcompetence in curriculum program planning and evaluation.
Academic preparation should indude a minimum of 6 credithours in basic reading courses and 9 credit hours in reading andlanguage arts courses, incorporating adequate coverage of the compe-tencies as shown in the matrix for professionals in Part 3.
15 7
PART 3
Matrix of Competencies
EPENDING ON THE ROLES THEY PLAY in students' learning, literacy
providers need different levels of understanding. The follow-ing matrix lists the competencies and proficiency levels for the
various categories of literacy practitioners discussed in Part 2.
The competencies are rated as follows:
Levels of Proficiency
A AwarenessHas awareness of the different aspects of literacy development andrelated teaching procedures.
B Basic Understanding
Has knowledge about specific instructional tasks and has fundamentalproficiency in the performance of those tasks for the aspect of literacydevelopment.
C Comprehensive Understanding
Is able to apply proficiently broad, in-depth knowledge of the differentaspects of literacy development in instructional settings.
0 Not Applicable
8
16
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BB
B
BB
BB
B
BB
BB
B
BB
B.
BB
BB
BB
B
CC
CB
B
CA
BA
BB
BB
CC
C
CC
C
CC
C
CC
C
CC
C
CC
C
CC
C
CC
C
A A
war
enes
sB
Bas
ic U
nder
stan
ding
CC
ompr
ehen
sive
Und
erst
andi
ng0
Not
App
licab
le
BB
BB
BB
BC
BB
BC
BC
20
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rOfe
ssio
nal
'Alli
ed-P
rofe
ssio
nal
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Ele
men
tary
Mid
dle
and
Spec
ial-
Adu
lt-R
eadi
ngR
eadi
ngT
each
erR
elat
edA
dmin
istr
ator
Chi
ldho
odSc
hool
Seco
ndar
yE
duca
tion
Edu
catio
nSp
ecia
list
Coo
rdin
ator
Edu
cato
rSe
rvic
e
Tea
cher
Tea
cher
Scho
ol T
each
erT
each
erT
each
erPr
ofes
sion
al
2.9
unde
rsta
nd h
ow c
onte
xtua
l fac
tors
CC
CC
0C
CC
BC
in th
e sc
hool
can
infl
uenc
e st
uden
tle
arni
ng a
nd r
eadi
ng (
e.g.
, gro
upin
gpr
oced
ures
, sch
ool p
rogr
ams,
and
asse
ssm
ent)
;
2.10
kno
w p
ast a
nd p
rese
nt li
tera
cyA
AA
AA
BC
CA
Ble
ader
s an
d th
eir
cont
ribu
tions
toth
e kn
owle
dge
base
;
2.11
kno
w r
elev
ant r
eadi
ng r
esea
rch
AA
AA
AB
BC
BC
from
gen
eral
edu
catio
n an
d ho
wit
has
infl
uenc
ed li
tera
cy e
duca
tion;
2.12
kno
w c
lass
ic a
nd c
onte
mpo
rary
BB
BB
B-
CC
CB
Bch
ildre
n's
and
youn
g ad
ults
' lite
ratu
re,
and
easy
-rea
ding
fic
tion
and
non-
fict
ion
for
adul
ts, a
t app
ropr
iate
leve
ls;
2.13
rec
ogni
ze th
e im
port
ance
of
givi
ngB
BB
BB
CC
CB
Cle
arne
rs o
ppor
tuni
ties
in a
ll as
pect
sof
lite
racy
(e.
g., a
s re
ader
s, w
rite
rs,
thin
kers
, rea
ctor
s, o
r re
spon
ders
); a
nd
2.14
und
erst
and
that
goa
ls, i
nstr
uctio
n,B
BB
BB
CC
CB
Can
d as
sess
men
t sho
uld
be a
ligne
d.
3.0
IND
IVID
UA
L D
IFFE
RE
NC
ES
The
rea
ding
pro
fess
iona
l will
:
3.1
reco
gniz
e ho
w d
iffe
renc
es a
mon
gle
arne
rs in
flue
nce
thei
r lit
erac
yde
velo
pmen
t;
AA
war
enes
s
21
BB
BC
BC
CC
BB
asic
Und
erst
andi
ngC
Com
preh
ensi
ve U
nder
stan
ding
0 N
ot A
pplic
able
CC
22
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rOfe
ssio
nal
Alli
ed P
rofe
ssio
nal
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Ele
men
tary
Mid
dle
and
Spe
cial
-A
dult-
Rea
ding
Rea
ding
Tea
cher
Rel
ated
Adm
inis
trat
orC
hild
hood
Sch
ool
Sec
onda
ryE
duca
tion
Edu
catio
nS
peci
alis
tC
oord
inat
orE
duca
tor
Ser
vice
Tea
cher
Tea
cher
Sch
ool T
each
erT
each
erT
each
erP
rofe
ssio
nal
3.2
unde
rsta
nd, r
espe
ct, a
nd v
alue
cul
-C
CC
CC
CC
CC
.C
tura
l, lin
guis
tic, a
nd e
thni
c. d
iver
sity
;
3.3
unde
rsta
nd th
at s
pelli
ng is
dev
elop
-B
BB
BB
CC
CB
Cm
enta
l and
is b
ased
on
stud
ents
'kn
owle
dge
of th
e ph
onol
ogic
al s
yste
man
d of
the
lette
r na
mes
, the
ir ju
dg-
men
ts o
f pho
netic
sim
ilarit
ies
and
diffe
renc
es, a
nd th
eir
abili
ty to
abs
trac
tph
onet
ic in
form
atio
n fr
om le
tter
nam
es;
3.4
reco
gniz
e th
e im
port
ance
of c
reat
ing
CC
CC
C.
CC
CC
Cpr
ogra
ms
to a
ddre
ss th
e st
reng
ths
and
need
s of
indi
vidu
al le
arne
rs; a
nd
3.5
know
fede
ral,
stat
e, a
nd lo
cal p
ro-
BB
BB
BC
CC
BC
gram
s de
sign
ed to
hel
p st
uden
ts w
ithre
adin
g an
d w
ritin
g pr
oble
ms.
.
4.0.
RE
AD
ING
DIF
FIC
UL
TIE
S
The
rea
ding
pro
fess
iona
l will
:
4.1
unde
rsta
nd th
e na
ture
and
mul
tiple
BB
BB
BC
CC
CB
caus
es o
f rea
ding
and
writ
ing
diffi
culti
es;
4.2
know
prin
cipl
es fo
r di
agno
sing
BB
BB
BA
read
ing
diffi
culti
es;
4.3
be w
ell-v
erse
d on
indi
vidu
aliz
ed a
ndB
BB
CB
CC
CA
grou
p in
stru
ctio
nal i
nter
vent
ions
targ
eted
tow
ard
thos
e st
uden
ts in
grea
test
nee
d or
at l
ow p
rofic
ienc
yle
vels
; and
A A
war
enes
sB
Bas
ic U
nder
stan
ding
CC
ompr
ehen
sive
Und
erst
andi
ng0
Not
App
licab
le24
Cla
ssro
om P
rofe
ssio
nal
peci
alke
edR
eadi
ng P
rofe
ssio
nal
Alli
edT
rofe
ssio
nal
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Chi
ldho
od
Tea
cher
Ele
men
tary
Sch
ool
Tea
cher
Mid
dle
and
Sec
onda
ry
Sch
ool T
each
er
Spe
cial
-
Edu
catio
n
Tea
cher
Adu
lt-
Edu
catio
n
Tea
cher
Rea
ding
Spe
cial
ist
Rea
ding
Coo
rdin
ator
Tea
cher
Edu
cato
r
Rel
ated
Ser
vice
Pro
fess
iona
l
Adm
inis
trat
or
4.4
know
the
inst
ruct
iona
l im
plic
atio
nsof
rese
arch
in s
peci
al e
duca
tion,
psy-
chol
ogy,
and
oth
er f
ield
s th
at d
eal
with
the
trea
tmen
t of
stud
ents
with
read
ing
and
lear
ning
dif
ficu
lties
.
BB
BC
BC
CC
BC
°NI
INST
RU
CT
ION
AN
D, A
SSE
SSM
EN
T5.
0. C
RE
AT
ING
A L
ITE
RA
TE
EN
VIR
ON
ME
NT
The
rea
ding
pro
fess
iona
l will
be
able
to:
5.1
crea
te a
lite
rate
env
iron
men
t tha
tfo
ster
s in
tere
st a
nd g
row
th in
all
aspe
cts
of li
tera
c:y;
5.2
use
text
s an
d tr
ade
book
s to
stim
ulat
e
inte
rest
, pro
mot
e re
adin
g gr
owth
,fo
ster
app
reci
atio
n fo
r th
e w
ritte
nw
ord,
and
incr
ease
the
mot
ivat
ion
ofle
arne
rs to
rea
d w
idel
y an
d in
depe
n-de
ntly
for
info
rmat
ion,
ple
asur
e,an
d pe
rson
al g
row
th;
5.3
mod
el a
nd d
iscu
ss r
eadi
ng a
ndw
ritin
g as
val
uabl
e, li
felo
ng a
ctiv
ities
;
5.4
prov
ide
oppo
rtun
ities
for
lear
ners
tose
lect
fro
m a
var
iety
of
wri
tten
mat
eria
ls, t
o re
ad e
xten
ded
text
s, a
ndto
rea
d fo
r m
any
auth
entic
pur
pose
s;
25
CC
CC
C
BB
BB
B
BB
BB
B
CC
C
CC
C
CC
C
CC
C
A -
Aw
aren
ess
B -
Bas
ic U
nder
stan
ding
C -
Com
preh
ensi
ve U
nder
stan
ding
0 -
Not
App
licab
le
BE
ST C
OPY
AV
AIL
AB
LE
A A A A
26
2
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rofe
ssio
nal
Alli
etPr
ofes
sion
al.
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Ele
men
tary
Mid
dle
and
Spec
ial-
Adu
lt-R
eadi
ngR
eadi
ngT
each
erR
elat
edA
dmin
istr
ator
Chi
ldho
odSc
hool
Seco
ndar
yE
duca
tion
Edu
catio
nSp
ecia
list
Coo
rdin
ator
Edu
cato
rSe
rvic
e
Tea
cher
Tea
cher
Scho
ol T
each
erT
each
erT
each
erPr
ofes
sion
al
5.5
prov
ide
oppo
rtun
ities
for
cre
ativ
eB
BB
BB
CC
CA
B
and
pers
onal
res
pons
es to
lite
ratu
re,
incl
udin
g st
oryt
ellin
g;
5.6
prom
ote
the
inte
grat
ion
ofB
BB
BB
CC
CA
B
lang
uage
art
s in
all
cont
ent a
reas
;
5.7
use
inst
ruct
iona
l and
info
rmat
ion
BB
BB
BC
CC
AB
tech
nolo
gies
to s
uppo
rt li
tera
cyle
arni
ng; a
nd
5.8
impl
emen
t eff
ectiv
e st
rate
gies
toC
CC
CC
CC
CC
B
indu
de p
aren
ts a
s pa
rtne
rs in
the
liter
acy
deve
lopm
ent o
f th
eir
child
ren.
6.0
-WO
RD
ID
EN
TIF
IcA
TIO
The
; rea
ding
prO
fe§g
ion
i.T
AU
, AN
D-
Y'.L
LI
EN
GC
abl
e to
:
6.1
teac
h st
uden
ts to
mon
itor
thei
r ow
nw
ord
iden
tific
atio
n th
roug
h th
e us
eof
syn
tact
ic, s
eman
tic, a
nd, g
raph
o-ph
onem
ic r
elat
ions
;
CC
CB
CC
CA
6.2
use
phon
ics
to te
ach
stud
ents
to u
seC
CB
CB
CC
CA
thei
r kn
owle
dge
of le
tter/
soun
dco
rres
pond
ence
to id
entif
y so
unds
in th
e co
nstr
uctio
n of
mea
ning
;
6.3
teac
h st
uden
ts to
use
con
text
toB
BB
BB
CC
CA
iden
tify
and
defi
ne u
nfam
iliar
wor
ds;
6.4
guid
e st
uden
ts to
ref
ine
thei
r sp
ellin
gB
BC
CC
Akn
owle
dge
thro
ugh
read
ing
and
wri
ting;
A A
war
enes
sB
Bas
ic U
nder
stan
ding
C C
ompr
ehen
sive
Und
erst
andi
ng0
Not
App
licab
le
BE
ST
CO
PY
AV
AIL
AB
LE
28
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rofe
ssio
nal
-
Alli
ed P
rofe
ssio
nal
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Chi
ldho
od
Tea
cher
Ele
men
tary
Scho
ol
Tea
cher
Mid
dle
and
Seco
ndar
y
Scho
ol T
each
er
Spec
ial-
Edu
catio
n
Tea
cher
Adu
lt-
Edu
catio
n
Tea
cher
Rea
ding
Spec
ialis
t
Rea
ding
Coo
rdin
ator
Tea
cher
Edu
cato
r
Rel
ated
Serv
ice
Prof
essi
onal
Adm
inis
trat
or
6.5
teac
h st
uden
ts to
rec
ogni
ze a
nd u
seva
rious
spe
lling
pat
tern
s in
the
Eng
lish
lang
uage
as
an a
id to
wor
did
entif
icat
ion;
and
6.6
empl
oy e
ffect
ive
tech
niqu
es a
nd
stra
tegi
es fo
r th
e on
goin
g de
velo
p-m
ent o
f ind
epen
dent
voc
abul
ary
acqu
isiti
on.
B B
B B
B B
B
.
B
B B
C C
C C
C C
A A
B B
70 C
OM
PRE
HE
NSI
ON
The
rea
ding
pro
fess
iona
lab
le
7.1
prov
ide
dire
ct in
stru
ctio
n an
d m
odel
whe
n an
d ho
w to
use
mul
tiple
com
-
preh
ensi
on s
trat
egie
s, in
clud
ing
rete
lling
;
BB
BB
CC
CA
B
7.2
mod
el q
uest
ioni
ng s
trat
egie
s;B
BB
BB
CC
CA
7.3
teac
h st
uden
ts to
con
nect
prio
rC
CC
CC
CC
CA
know
ledg
e w
ith n
ew in
form
atio
n;
7.4
teac
h st
uden
ts s
trat
egie
s fo
r m
on-
BB
BB
BC
CC
AB
itorin
g th
eir
own
com
preh
ensi
on;
7.5
ensu
re th
at s
tude
nts
can
use
vario
usB
BB
BB
CC
CA
aspe
cts
of te
xt to
gai
n co
mpr
ehen
-si
on, i
nclu
ding
con
vent
ions
of
writ
ten
Eng
lish,
text
str
uctu
re a
nd
genr
es, f
igur
ativ
e la
ngua
ge, a
ndin
tert
extu
al li
nks;
and 29
A -
Aw
aren
ess
B -
Bas
ic U
nder
stan
ding
Ui
C -
Com
preh
ensi
ve U
nder
stan
ding
0 -
Not
App
licab
le30
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rofe
ssio
nal
Alli
ed P
rofe
ssio
nal
Com
pete
ncie
s of
.Can
dida
tes
Ear
ly-
Chi
ldho
od
Tea
cher
Ele
men
tary
Sch
ool
Tea
cher
Mid
dle
and
Sec
onda
ry
Sch
ool T
each
er
Spe
cial
-
Edu
catio
n
Tea
cher
Adu
lt-
Edu
catio
n
Tea
cher
Rea
ding
Spe
cial
ist
Rea
ding
Coo
rdin
ator
Tea
cher
Edu
cato
r
Rel
ated
Ser
vice
Pro
fess
iona
l
Adm
inis
trat
or
7.6
ensu
re th
at s
tude
nts
gain
und
er-
stan
ding
of
the
mea
ning
and
impo
rtan
ce o
f th
e co
nven
tions
of
stan
dard
wri
tten
Eng
lish
(e.g
., pu
nctu
atio
n or
usa
ge).
BB
BB
BC
CC
AB
8.0
STU
DY
ST
RA
TE
GIE
S
The
rea
ding
pro
fess
iona
l will
. be
able
to:
8.1
prov
ide
oppo
rtun
ities
to lo
cate
and
use
a va
riet
y of
pri
nt, n
onpr
int,
and
elec
tron
ic r
efer
ence
sou
rces
;
BB
BB
BC
CC
A
8.2
teac
h st
uden
ts to
var
y re
adin
g ra
teac
cord
ing
to th
e pu
rpos
es)
and
diff
icul
ty o
f th
e m
ater
ial;
BB
BC
CC
CA
8.3
teac
h st
uden
ts e
ffec
tive
time-
man
agem
ent s
trat
egie
s;B
BC
BC
CC
CA
8.4
teac
h st
uden
ts s
trat
egie
s to
org
aniz
ean
d re
mem
ber
info
rmat
ion;
and
BB
CC
CC
CC
BB
8.5
teac
h te
st-t
akin
g st
rate
gies
.B
BC
CC
CC
CB
C
9.0
WR
ITIN
G
The
rea
ding
pro
fess
iona
hvill
be
able
to:
9.1
teac
h st
uden
ts p
lann
ing
stra
tegi
esm
ost a
ppro
pria
te f
or p
artic
ular
kin
dsof
wri
ting;
BB
CC
CC
CC
BC
9.2
teac
h st
uden
ts to
dra
ft, r
evis
e, a
nded
it th
eir
wri
ting;
and
BB
CC
CC
CB
C
A A
war
enes
sB
Bas
ic U
nder
stan
ding
CC
ompr
ehen
sive
Und
erst
andi
ng0
Not
App
licab
le32
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rofe
ssio
nal
Alli
ed P
rofe
ssio
nal
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Chi
ldho
od
Tea
cher
Ele
men
tary
Sch
ool
Tea
cher
Mid
dle
and
Sec
onda
ry
Sch
ool T
each
er
Spe
cial
-
Edu
catio
n
Tea
cher
Adu
lt-
Edu
catio
n
Tea
cher
Rea
ding
Spe
cial
ist
Rea
ding
Coo
rdin
ator
Tea
cher
Edu
cato
r
Rel
ated
Ser
vice
Pro
fess
iona
l
Adm
inis
trat
or
9.3
teac
h st
uden
ts th
e co
nven
tions
of
stan
dard
writ
ten
Eng
lish
need
ed to
edit
thei
r co
mpo
sitio
ns.
BB
CC
CC
CC
BC
10.0
ASS
ESS
ME
NT
The
rea
ding
pro
fess
iona
l will
be
able
to:
10.1
dev
elop
and
con
duct
ass
essm
ents
BB
BB
BC
CC
BB
that
invo
lve
mul
tiple
indi
cato
rs o
fle
arne
r pr
ogre
ss; a
nd
10.2
adm
inis
ter
and
use
info
rmat
ion
BB
B.
BB
CC
CB
Bfr
om n
orm
-ref
eren
ced
test
s, c
riter
ion-
refe
renc
ed te
sts,
form
al a
nd in
form
alin
vent
orie
s, c
onst
ruct
ed r
espo
nse
mea
sure
s, p
ortfo
lio-b
ased
ass
essm
ents
,
stud
ent s
elf-
eval
uatio
ns, w
ork/
per-
form
ance
sam
ples
, obs
erva
tions
,an
ecdo
tal r
ecor
ds, j
ourn
als,
and
oth
erin
dica
tors
of s
tude
nt p
rogr
ess
toin
form
inst
ruct
ion
and
lear
ning
.
OR
GA
NIZ
ING
AN
D E
NH
AN
CIN
G A
RE
AD
ING
PR
OG
RA
M11
.0 C
OM
MU
NIC
AT
ING
IN
FOR
MA
TIO
N A
BO
UT
RE
AD
ING
The
rea
ding
pro
fess
iona
l will
be
able
to:
11.1
com
mun
icat
e w
ith s
tude
nts
abou
tC
CC
CC
CC
Cth
eir
stre
ngth
s, a
reas
for
impr
ovem
ent,
and
way
s to
ach
ieve
impr
ovem
ent;
11.2
com
mun
icat
e w
ith a
llied
pro
-C
CC
CC
CC
Cfe
ssio
nals
and
par
apro
fess
iona
ls in
asse
ssin
g st
uden
t ach
ieve
men
t and
plan
ning
inst
ruct
ion;
A A
war
enes
sB
Bas
ic U
nder
stan
ding
33C
Com
preh
ensi
ve U
nder
stan
ding
0 N
ot A
pplic
able
34
CO
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rofe
ssio
nal
Alli
ed P
rofe
ssio
nal
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Ele
men
tary
Mid
dle
and
Spe
cial
-A
dult-
Rea
ding
Rea
ding
Tea
cher
Rel
ated
Adm
inis
trat
or
Chi
ldho
odS
choo
lS
econ
dary
Edu
catio
nE
duca
tion
Spe
cial
ist
Coo
rdin
ator
Edu
cato
rS
ervi
ce
Tea
cher
Tea
cher
Sch
ool T
each
erT
each
erT
each
erP
rofe
ssio
nal
11.3
invo
lve
pare
nts
in c
oope
rativ
eC
CC
CA
CC
CC
Cef
fort
s an
d pr
ogra
ms
to s
uppo
rtst
uden
ts' r
eadi
ng a
nd w
ritin
gde
velo
pmen
t;
11.4
com
mun
icat
e in
form
atio
n ab
out
BB
BB
CC
CC
CC
liter
acy
and
data
to a
dmin
istr
ator
s,st
aff
mem
bers
, sch
ool-
boar
dm
embe
rs, p
olic
ymak
ers,
the
med
ia,
pare
nts,
and
the
com
mun
ity; a
nd
11.5
inte
rpre
t res
earc
h fi
ndin
gs r
elat
ed to
the
impr
ovem
ent o
f in
stru
ctio
n an
dB
BB
BB
CC
CC
C
com
mun
icat
e th
ese
to c
olle
ague
s an
dth
e w
ider
com
mun
ity.
12.0
CU
RR
ICU
LU
M D
EV
EL
OPM
EN
T
The
rea
ding
pro
fess
iona
l will
be
able
to:
12.1
initi
ate
and
part
icip
ate
in o
ngoi
ngB
BB
BB
CC
CA
curr
icul
um d
evel
opm
ent a
ndev
alua
tion;
12.2
ada
pt in
stru
ctio
n to
mee
t the
nee
dsC
CC
CC
CC
CA
of d
iffe
rent
lear
ners
to a
ccom
plis
hdi
ffer
ent p
urpo
ses;
12.3
sup
ervi
se, c
oord
inat
e, a
nd s
uppo
rtA
AA
AC
CC
Aal
l ser
vice
s as
soci
ated
with
lite
racy
prog
ram
s (e
.g.,
need
s as
sess
men
t,pr
ogra
m d
evel
opm
ent b
udge
ting
and
eval
uatio
n, a
nd g
rant
and
prop
osal
wri
ting)
;
A A
war
enes
sB
Bas
ic U
nder
stan
ding
CC
ompr
ehen
sive
Und
erst
andi
ng0
Not
App
licab
le
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rofe
ssio
nal
Alli
ed P
rofe
ssio
nal
Com
pete
ncie
s of
f - C
andi
date
sE
arly
-
Chi
ldho
od
Tea
cher
Ele
men
tary
Sch
ool
Tea
cher
Mid
dle
and
Sec
onda
ry
Sch
ool T
each
er
Spe
cial
-
Edu
catio
n
Tea
cher
Adu
lt-
Edu
catio
n
Tea
cher
Rea
ding
Spe
cial
ist
Rea
ding
Coo
rdin
ator
Tea
cher
Edu
cato
r
Rel
ated
Ser
vice
Prof
essi
onal
Adm
inis
trat
or
12.4
sel
ect a
nd e
valu
ate
inst
ruct
iona
lm
ater
ials
for
lite
racy
, inc
ludi
ng th
ose
that
are
tech
nolo
gy-b
ased
;
12.5
use
mul
tiple
indi
cato
rs to
det
erm
ine
effe
ctiv
enes
s of
the
liter
acy
curr
icul
um;
12.6
pla
n an
d im
plem
ent p
rogr
ams
desi
gned
to h
elp
stud
ents
impr
ove
thei
r re
adin
g an
d w
ritin
g in
clud
ing
thos
e su
ppor
ted
by f
eder
al, s
tate
, and
loca
l fun
ding
; and
12.7
hel
p de
velo
p in
divi
dual
edu
catio
nal
plan
s fo
r st
uden
ts w
ith s
ever
e le
arni
ngpr
oble
ms
rela
ted
to li
tera
cy.
C B A B
C B A B
C B A B
C B A C
C B A B
C C B C
C C C C
C C C C
B B B B
B C C B
13.0
PR
OFE
SSIO
NA
L D
EV
EL
OPM
EN
T
The
rea
ding
pro
fess
iona
l will
be
able
to:
13.1
par
ticip
ate
in p
rofe
ssio
nal-
CC
CC
CC
CC
CC
deve
lopm
ent p
rogr
ams;
13.2
initi
ate,
impl
emen
t, an
d ev
alua
teA
AA
AA
BC
CB
Cpr
ofes
sion
al-d
evel
opm
ent p
rogr
ams;
13.3
pro
vide
pro
fess
iona
l-de
velo
pmen
tA
AA
AA
BC
CB
Cex
peri
ence
s th
at h
elp
emph
asiz
e th
edy
nam
ic in
tera
ctio
n am
ong
prio
rkn
owle
dge,
exp
erie
nce,
anc
ithe
scho
ol c
onte
xt a
s w
ell a
s am
ong
othe
ras
pect
s of
rea
ding
dev
elop
men
t;
A A
war
enes
sB
Bas
ic U
nder
stan
ding
C C
ompr
ehen
sive
Und
erst
andi
ng0
Not
App
licab
le
3738
N.)
Cla
ssro
om P
rofe
ssio
nal
\
Spe
cial
ized
Rea
ding
Pro
fess
iona
lA
llied
Pro
fess
iona
l
Com
pete
ncie
s of
-Can
dida
tes
Ear
ly-
Chi
ldho
od
Tea
cher
Ele
men
tary
Scho
ol
Tea
cher
Mid
dle
and
Seco
ndar
y
Scho
ol T
each
er
Spec
ial-
Edu
catio
n
Tea
cher
Adu
lt-
Edu
catio
n
Tea
cher
Rea
ding
Spec
ialis
t
Rea
ding
Coo
rdin
ator
Tea
cher
Edu
cato
r
Rel
ated
Serv
ice
Prof
essi
onal
Adm
inis
trat
or
13.4
pro
vide
pro
fess
iona
l-de
velo
pmen
tex
peri
ence
s th
at a
re s
ensi
tive
to s
choo
lco
nstr
aint
s (e
.g.,
clas
s si
ze o
r lim
ited
reso
urce
s);
13.5
use
mul
tiple
indi
cato
rs to
judg
epr
ofes
sion
al g
row
th; a
nd
13.6
mod
el e
thic
al p
rofe
ssio
nal b
ehav
ior.
A B C
A B C
A B C
A B C
A B C
B C C
C C C
C C C
B B C
C C C
14.0
RE
SEA
RC
H
The
rea
ding
pro
fess
iona
l will
be
able
to:
14.1
app
ly r
esea
rch
for
impr
oved
lite
racy
;A
AA
AA
BC
CA
14.2
con
duct
res
earc
h w
ith a
ran
ge o
fA
AA
AA
BB
CA
met
hodo
logi
es (
e.g.
, eth
nogr
aphi
c,de
scri
ptiv
e, e
xper
imen
tal,
orhi
stor
ical
); a
nd
14.3
pro
mot
e an
d fa
cilit
ate
teac
her-
and
BB
BB
BC
CC
Acl
assr
oom
-bas
ed r
esea
rch.
39
15.0
Sup
ervi
sion
of
Para
prof
essi
onal
sT
he r
eadi
ng p
rofe
ssio
nal w
ill b
e ab
le to
:
15:1
pla
n le
sson
s fo
r pa
rapr
ofes
sion
als;
CC
CC
CC
CC
A
15.2
obs
erve
and
eva
luat
e pa
rapr
o-C
CC
CC
CC
CA
fess
iona
ls in
tera
ctin
g w
ith c
hild
ren
and
prov
ide
feed
back
to th
em o
nth
eir
perf
orm
ance
;
A A
war
enes
sB
Bas
ic U
nder
stan
ding
CC
ompr
ehen
sive
Und
erst
andi
ng0
Not
App
licab
le40
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rofe
ssio
nal
Alli
ed P
rofe
ssio
nal
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Chi
ldho
od
Tea
cher
Ele
men
tary
Sch
ool
Tea
cher
Mid
dle
and
Sec
onda
ry
Sch
ool T
each
er
Spe
cial
-
Edu
catio
n
Tea
cher
Adu
lt-
Edu
catio
n
Tea
cher
Rea
ding
Spe
cial
ist
Rea
ding
Coo
rdin
ator
Tea
cher
Edu
cato
r
Rel
ated
Ser
vice
Pro
fess
iona
l
Adm
inis
trat
or
15.3
prov
ide
prof
essi
onal
dev
elop
men
tan
d tr
aini
ng f
or p
arap
rofe
siio
nals
; and
15.4
pro
vide
em
otio
nal a
nd a
cade
mic
supp
ort f
or p
arap
rofe
ssio
nals
.
A B
A B
A B
A B
A B
B C
C C
C C
A B
C C
16.0
PR
OFE
SSIO
NA
LIS
M
The
rea
ding
pro
fess
iona
l will
be
able
to:
16.1
purs
ue k
now
ledg
e of
lite
racy
by
read
ing
prof
essi
onal
jour
nals
and
publ
icat
ions
, and
par
ticip
atin
g in
conf
eren
ces
and
othe
r pr
ofes
sion
alac
tiviti
es;
CC
CC
CC
CC
C
16.2
refl
ect o
n on
e's
prac
tice
toim
prov
e in
stru
ctio
n an
d ot
her
serv
ices
to s
tude
nts;
CC
CC
CC
CC
CC
16.3
inte
ract
with
and
par
ticip
ate
inde
cisi
onm
akin
g w
ithte
ache
rs,
teac
her
educ
ator
s, th
eore
ticia
ns,
and
rese
arch
ers;
CC
CC
CC
CC
CC
16.4
supp
ort a
nd p
artic
ipat
e in
eff
orts
toim
prov
e th
e re
adin
g pr
ofes
sion
by
bein
g an
adv
ocat
e fo
r lic
ensi
ng a
ndce
rtif
icat
ion;
BB
BB
CC
CB
B
16.5
part
icip
ate
inlo
cal,
stat
e, n
atio
nal,
and
inte
rnat
iona
l pro
fess
iona
lor
gani
zatio
ns w
hose
mis
sion
is th
eim
prov
emen
tof
liter
acy;
CC
CC
CC
CC
CC
A A
war
enes
sB
Bas
ic U
nder
stan
ding
41C
Com
preh
ensi
ve U
nder
stan
ding
0 N
ot A
pplic
able
42
Cla
ssro
om P
rofe
ssio
nal
Spec
ializ
edR
eadi
ng P
rofe
ssio
nal
Alli
ed P
rofe
ssio
nal
Com
pete
ncie
s of
Can
dida
tes
Ear
ly-
Ele
men
tary
Mid
dle
and
Spec
ial-
Adu
lt-R
eadi
ngR
eadi
ngT
each
erR
elat
edA
dmin
istr
ator
Chi
ldho
odSc
hool
Seco
ndar
yE
duca
tion
Edu
catio
nSp
ecia
list
Coo
rdin
ator
Edu
cato
rSe
rvic
e
Tea
cher
leac
her
Scho
ol T
each
erT
each
erle
ache
rPr
ofes
sion
al
16.6
pro
mot
e co
llegi
ality
with
oth
erB
BB
BB
CC
CC
Clit
erac
y pr
ofes
sion
als
thro
ugh
regu
lar
conv
ersa
tions
, dis
cuss
ions
, and
cons
ulta
tions
abo
ut le
arne
rs, l
itera
cyth
eory
, and
ass
essm
ent a
ndin
stru
ctio
n;
16.7
wri
te f
or p
ublic
atio
n; a
ndA
AA
AA
BB
CB
B
16.8
mak
e pr
esen
tatio
ns a
t loc
al, s
tate
,B
BB
AA
BC
CB
Bre
gion
al, a
nd n
atio
nal m
eetin
gs a
ndco
nfer
ence
s.
13.
A A
war
enes
sB
Bas
ic U
nder
stan
ding
C C
ompr
ehen
sive
Und
erst
andi
ng0
Not
App
licab
le
References
Bradley, A. (1998, February 18). Ed schools get heat on reading; critics say teachersinadequately trained. Education Week, p.1.
Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties inyoungchildren. Washington, DC: National Academy Press.
45 23
APPENDIX A
Suggested Readings
Adams, M.J. (1990). Beginning to read: Thinking and learning about print: Asummary. Urbana-Champaign, IL: University of Illinois.
Allington, R.L. (1994). The schools we have. The schools we need. TheReading Teacher, 48, 14-29.
Allington, R.L., & Cunningham, P.M. (1996). Schools that work: Where allchildren read and write. New York: Harper Collins.
Alvermann, D.E., & Moore, D.W. (1991). Secondary school reading. In R.Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of read-ing research, Volume II (pp. 951-983). White Plains, NY: Longman.
Anderson, R.C., Heibert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985).Becoming a nation of readers: The report of the commision on reading.
Washington, DC: National Academy of Education, Commission onEducation and Public Policy.
Atwell, N. (1998). In the middle: Writing, reading, and learning with adolescents(2nd ed.). Portsmouth, NH: Heinemann.
Au, K. (1993). Literacy instruction in multicultural settings. Orlando, FL:Harcourt Brace.
Austin, M.C., Bush, C.L., & Huebner, M.H. (1961). Reading evaluation. NewYork: The Ronald Press.
Balmuth, M. (1982). The roots of phonics. New York: McGraw-Hill.
Barr, R., Kamil, M.L., Mosenthal, P.B., & Pearson, P.D. (Eds.). (1991).Handbook of reading research, Volume II. White Plains, NY: Longman
Beck, I.L., McKeown, M.G., Hamilton, R.L., & Kucan, L. (1997). Questioningthe author: An approach for enhancing student engagement with text. Newark, DE:International Reading Association.
Becoming a family of readers [Video]. (1995). Coproduced by Reading IsFundamental, Inc. and Literacy Volunteers of America.
Berger, A.41997). Writing about reading for the public. The ReadingTeacher, 51,6-10.
Betts, E.A. (1946). Foundations of reading instruction. New York: AmericanBook Company.
Bolton, F., & Snowball, D. (1993). Teaching spelling. Portsmouth, NH:Heinemann.
Braunger J., & Lewis, J.P. (1997). Building a knowledge base in reading.
46
Portland, OR: Northwest Regional Educational Laboratory; Urbana, IL:National Council of Teachers of English; Newark, DE: InternationalReading Association.
Bright, R. (1995). Writing instruction in the intermediate grades: What is said,what is done, what is understood. Newark, DE: International ReadingAssociation.
Brown, R. (1991). Schools of thought: How the politics of literacy shape thinkingin the classroom. San Francisco, CA: Jossey-Bass.
Calkins, L.M. (1994). The art of teaching writing. Portsmouth, NH:Heinemann.
Cambourne, B. (1988). The whole story: Natural learning and the acquisition ofliteracy in the classroom. Auckland, NZ: Scholastic.
Capper, J. (1996). Testing to learnLearning to test. Newark, DE:International Reading Association; Washington, DC: Academy forEducational Development.
Chall, J.S. (1983). Stages of reading development. New York: McGraw-Hill.
Chall, J.S. (1995). Learning to read: The great debate (3rd ed.). Fort Worth, TX:Harcourt Brace.
Cheyney, A.B. (1992). Teaching reading skills through the newspaper (3rd ed.).Newark, DE: International Reading Association.
Chomsky, C. (1971). Write first, read later. Childhood Education, 47,296-299.
Clay, M. (1991). Becoming literate. Portsmouth, NH: Heinemann.
Cullinan, B.E. (Ed.). (1992). Invitation to read: More children's literature in thereading program. Newark, DE: International Reading Association.
Cullinan, B.E. (Ed.). (1993). Children's voices: Talk in the classroom. Newark,DE: International Reading Association.
Cullinan, B.E. (Ed.). (1993). Pen in hand: Children become writers. Newark, DE:International Reading Association.
Cunningham, P.M. (1995). Phonics they use: Words for reading and writing(2nd ed.). New York: HarperCollins.
Davis, J.E. (Ed.). (1979). Dealing with censorship. Urbana, IL: NationalCouncil of Teachers of English.
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educat-ing other people's children. Harvard Educational Review, 58(3), 280-298.
Douglass, M.P. (Ed.). (1973). Reading in education. Columbus, OH: Merrill.
Downes, T., & Fatouros, C. (1996). Learning in an electronic world: Computersand the language arts classroom. Portsmouth, NH: Heinemann.
Downing, J. (1973). Comparative reading: Cross-national studies of behavior andprocesses in reading and writing. New York: Macmillan.
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26
Durkin, D. (1966). Children who read early. New York: leathers College Press.
Educational Testing Service. (1994). Teacher performance assessments: A com-
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Ehri, L.C., Gibbs, A.L., & Underwood, T.L. (1988). Influence of errors onlearning the spellings of English words. Contemporary EducationalPsychology, 13, 236-253.
Farr, R., & Carey, R.F. (1986). Reading: What can be measured? Newark, DE:International Reading Association.
Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling (K.G. Castro,Trans.). Exeter, NH: Heinemann.
Fielding L.G., & Pearson, P.D. (1994). Reading comprehension: Whatworks. Educational Leadership, 51 (5), 62-68.
Finders, M.J. (1997). Just girls: Hidden literacies and life in junior high. New
York: Teachers College Press.
Flood, J., Heath, S.B., & Lapp, D. (Eds.). (1997). Handbook of research onteaching literacy through the communicative and visual arts. New York:
Macmillan.
Gambrell, L.B., & Almasi, J.F. (Eds.). (1996). Lively discussions! Fostering en-gaged reading. Newark, DE: International Reading Association.
Gentry, R. (1987). Spel...is a four-letter word. Portsmouth, NH: Heinemann.
Gillette, J.VV., & Temple, C. (1990). Understanding reading problems: Assessmentand instruction. Glenview, IL: Scott Foresman.
Goodman, K. (1986). What's whole in whole language? Portsmouth, NH:Heinemann.
Goodman, K. (1996). On reading. Portsmouth, NH: Heinemann.
Goodman, Y.M. (1990). How children construct literacy. Newark, DE:International Reading Association.
Graves, A., Landers, M.F., Lokerson, J., Luchow, J., Horvath, M., &Garnett, K. (1992). The DLD competencies for teachers of students with learning
disabilities. Reston, VA: Division for Learning Disabilities, Council forExceptional Children.
Graves, D.H. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
Graves, M.F., & Graves, B.B. (1994). Scaffolding reading experience: Designs forstudent success. Norwood, MA: Christopher-Gordon.
Gray, W.S. (1969). The teaching of reading and writing. Geneva, Switzerland:United Nations Educational, Scientific and Cultural Organization.
Greaney, V. (Ed.). (1996). Promoting reading in developing countries. Newark,DE: International Reading Association.
Guthrie, J.T., & Wigfield, A. (Eds.). (1997). Reading engagement: Motivating
48
readers through integrated instruction. Newark, DE: International ReadingAssociation.
Hakel, M.D. (1997). Beyond multiple choice: Evaluating alternatives to traditionaltesting for selection. Hillsdale, NJ: Erlbaum.
Halliday, M.A.K. (1975). Learning how to read: Explanations in the developmentof language. London: Elsevier.
Harp, B. (1996). The handbook of literacy assessment and evaluation. Norwood,MA: Christopher-Gordon.
Harris, TL., & Hodges, R.E. (Eds.). (1995). The literacy dictionary: The vocabu-lary of reading and writing. Newark, DE: International Reading Association.
Harris, V.J. (1992). Teaching multicultural literature in grades K-8. Norwood,MA: Christopher-Gordon.
Harste, J.E., Woodward, VA., & Burke, C.L. (1984). Language stories and lit-eracy lessons. Portsmouth, NH: Heinemann.
Heath, S.B., & McLaughlin, M.W. (1993). Identity and inner-city youth: Beyondethnicity and gender. New York: Teachers College Press.
Henderson, E.H. (1982). Learning to read and spell: The child's knowledge ofwords. Dekalb, IL: Northern Illinois University Press.
Hiebert, E.H., & Taylor, B. (Eds.). (1994). Getting reading right from the start:Effective early literacy interventions. Boston, MA: Allyn & Bacon.
Holdaway, D. (1988). The foundations of literacy. New York: Scholastic.
Huck, C.S., Hepler, S., & Hickman, J. (1989). Children's literature in the elemen-tary school (5th ed.). New York: Harcourt Brace.
Huey, E. (1908). The psychology and pedagogy of reading. New York:Macmillan.
Hunnicutt, C.VV., & Iverson, W.J. (Eds.). (1958). Research in the three r's. NewYork: Harper & Brothers.
Jaggar, A., & Smith-Burke, M.T. (1985). Observing the language learner.Newark, DE: International Reading Association.
Keeves, J.P. (Ed.). (1988). Educational research, methodology, and measurement.Sydney, Australia: Pergamon.
Langer, J.A. (1995). Envisioning literature: Literary understanding and literatureinstruction. Newark, DE: International Reading Association; New York:Teachers College Press.
Leu, DJ., & Kinzer, C.K. (1998). Effective reading instruction, K-8 (4th ed.).Upper Saddle River, NJ: Merrill.
Lipson, M.Y., & Wixson, K.K. (1996). Assessment and instruction of readingand writing disability: An interactive approach. Glenview, IL: Scott, Foresman.
Marckwardt, A.H. (Ed.). (1970). Linguistics in school programs (Sixty-ninth
27
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McMahon, S.I., & Raphael, T.E. (Eds.). (with Goat ley, V.J., & Pardo, L.S.).(1997). The book club connection: Literacy learning and classroom talk. New York:Teachers College Press; Newark, DE: International Reading Association.
Moffett, J. (1988). Storm in the mountains: A case study of censorship, conflicts,
and conscimsness. Carbondale, IL: Southern Illinois University Press.
Morrow, L.M. (Ed.). (1995). Family literacy connections in schools and commu-nities. Newark, DE: International Reading Association.
Morrow, L.M. (1997). Literacy development in the early years: Helping childrenread and write (3rd ed.). Boston, MA: Allyn & Bacon.
Morrow, L.M., Neuman, S.B., Paratore, J.R., & Harrison, C. (Eds.). (1995).Parents and literacy. Newark, DE: International Reading Association.
Morrow, L.M., Tracey, D.H., & Maxwell, C.M. (1995). A survey of family lit-eracy in the United States. Newark, DE: International Reading Association.
Morrow, L.M., & Walker, B.J. (1997). The reading team: A handbook for volun-teer tutors K-3. Newark, DE: International Reading Association.
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Olivares, R.A. (1993). Using the newspaper to teach ESL learners. NeWark, DE:International Reading Association.
Pearson, P.D. (1996). Reclaiming the center. In M.F. Graves, P. van denBroek, & B.M. Taylor (Eds.), The first R: Every child's right to read (pp.259-274). New York: Teachers College Press; Newark, DE: InternationalReading Association.
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Pinnell, G.S., Lyons, C.A., DeFord, D.E., Bryk, A.S., & Seltzer, M. (1994).Comparing instructional models for the literacy education of high-riskfirst graders. Reading Research Quarterly, 29, 8-39.
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Robinson, H.M. (Ed.). (1968). Innovation and change in reading instruction(Sixty-seventh Yearbook of the National Society for the Study of
28
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Roser, N.L., & Martinez, M.G. (Eds.). (1995). Book talk and beyond: Childrenand teachers respond to literature. Newark, DE: International ReadingAssociation.
Roskos, K.A., Vukelich, C., Christie, J.F., Enz, B.J., & Neuman, S.B. (1995).Linking literacy and play. Newark, DE: International Reading Association.
Routman, R. (1996). Literacy at the crossroads. Portsmouth, NH: Heinemann.
Ruddell, R.B. (1995). Those influential literacy teachers: Meaning nego-tiators and motivation builders. The Reading Teacher, 48, 454-463.
Ruddell, R.B., Ruddell, M.R., & Singer, H. (1994). Theoretical models andprocesses of reading (4th ed.). Newark, DE: International ReadingAssociation.
Russell, D.H. (1961). Children learn to read. Boston, MA: Ginn.
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Shannon, P. (Ed.). (1992). Becoming political: Readings and writings in the poli-tics of literacy education. Portsmouth, NH: Heinemann.
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Simmons, J.S., & Baines, L. (Eds.). (1998). Language study in middle school,high school, and beyond. Newark, DE: International Reading Association.
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International Reading Association; Urbana, IL: National Council ofTeachers of English.
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Teachers as readers starter kit. (1996). Newark, DE: International ReadingAssociation.
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Tierney, R.J., Readence J., & Dishner, E. (1995). Reading strategies and prac-tices: A compendium. Boston, MA: Allyn & Bacon.
Trelease, J. (1995). The read-aloud handbook (4th ed.). New York: PenguinPress.
Vacca, R.T., & Vacca, J.L. (1996). Content area reading (5th ed.). New York:HarperCollins.
Vygotsky, L.S. (1986). Thought and language (A. Kozalin, Trans.).Cambridge, MA: Massachusetts Institute of Technology Press. (Originalwork published 1934)
Wagstaff, J. (1995). Phonics that work! New strategies for the reading/writing class-room. New York: Scholastic.
Weaver, C. (1994). Reading process and practice. Portsmouth, NH:Heinemann.
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH:Heinemann.
Wepner, S.B., Feeley, J.T., & Strickland, D.S. (Eds.). (1995). The administrationand supervision of reading programs (2nd ed.). New York: Teachers CollegePress; Newark, DE: International Reading Association.
52
APPE \ DIX B
Related Web Sites
American College Testing (ACT)www.act.org
Association of Teacher Educators (ATE)www.siu.edu/departmentsicoe/ate/
Center for Applied Linguistics (CAC)www.cal.org
The Council for Exceptional Children (CEOwww.cec.sped.org
Educational Testing Service (ETS)www.ets.org
ERIC Clearinghouse on Reading, English, and Communicationwww.indiana.edu/- eric_rec
International Reading Association (IRA)www.reading.org
Library of Congresswww.lcweb.loc.gov
Literacy Volunteers of America (LVA)hap://literacYkent.edu/LVA
National Council for Accreditation of Teacher Education (NCATE)www.ncate.org
National Academy Presswww.nap.edu
National Assessment of Educational Progress (NAEP)www.ed.gov/NCES/NAEP
National Association for the Education of Young Children (NAEYC)www.naeyc.org
National Center for Family Literacy (NCFL)www.famlit.org
National Center on Adult Literacy (NCAL)www.literacyonline.org
National Council of Teachers of English (NCTE)www.ncte.org
Reading Online (an electronic journal of IRA)www.readingonline.org
United States Department of Educationwww.ed.gov
53
APPENDIX C
Competencies for the Paraprofessiona_
THE PARAPROFESSIONAL
Classroom and/or Literacy AssistantAssists in regular education, special education, or literacy education ingraded or age-grouped classrooms at preschool through high-schoollevels.
Recommended academic preparation should include a minimum of 120contact hours in literacy development incorporating the competenciesin the matrix. Three credit hours should be in basic reading and lan-guage arts courses and 3 credit hours in human child development,incorporating adequate coverage of the competencies as shown in thematrix. An introductory experience covering professional behavior,confidentiality, control of student behavior, school law, technology, andthe language and culture of schools also should be included.
PARAPROFESSIONALS
Competencies Classroom/Literacy
Assistant
KNOWLEDGE AND BELIEFS ABOUT READING
1.0 THEORETICAL BASE
The paraprofessional will:.
1.1 recognize that reading should be taught as a process;
1.2 understand, respect, and value cultural, linguistic, and ethnic diversity;
1.3 recognize the importance of literacy for personal and social growth;
1.4 recognize that literacy can be a means for transmitting moral and cultural values;
1.5 perceive reading as the process of constructing meaning through the interactionof the reader's existing knowledge, the information suggested by the writtenlanguage, and the context of the reading situation;
1.6 understand the major theories of language development, cognition, and learning; 0and
1.7 understand the impact of physical, perceptual, emotional, social, cultural A
environmental, and intellectual factors on learning, language development, andreading acquisition.
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Competencies
2:0,,KNOWLED,QE: ASE
The :pafa
PARAPROFESSIONALS
Classroom/LiteracyAssistant
2.1 understand that written language is a symbolic system;
2.2 understand the interrelation of language and literacy acquisition;
2.3 understand principles of new language acquisition;
2.4 understand the phonemic, morphemic, semantic, syntactic, and pragmatic systemsof language and their relation to the reading and writing p,.c.cess;
2.5 understand the interrelation of reading and writing, and listening and speaking;
2.6 understand that students need opportunities to integrate their use of literacythrough reading, writing, listening, speaking, viewing, and representing visually;
2.7 understand emergent literacy and the experiences that support it;
2.8 understand the role of metacognition in reading and writing, and listening andspeaking;
2.9 understand how contextual factors in the school can influence student learningand reading (e.g., grouping procedures, school programs, and assessment);
2.10 know past and present literacy leaders and their contributions to the knowledgebase;
2.11 know relevant reading research from general education and how it hasinfluenced literacy education;
2.12 know classic and contemporary children's and young adults' literature, andeasy-reading fiction and nonfiction for adults, at appropriate levels;
2.13 recognize the importance of giving learners opportunities in all aspects ofliteracy (e.g., as readers, writers, thinkers, reactors, or responders); and
2.14 understand that goals, instruction, and assessment should be aligned.
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3.0' INDIVIDUAL 'DIFFERENCES
The! par4prcife8Oria.l
3.1 recognize how differences among learners influence their literacy development;3.2 understand, respect, and value cultural, linguistic, and ethnic diversity;
3.3 understand that spelling is developmental and is based on the student'sknowledge of the phonological system and of the letter names, their judgmentsof phonetic similarities and differences, and their ability to abstract phoneticinformation from letter names;
3.4 recognize the importance of creating programs to address the strengths and needsof individual learners; and
3.5 know federal, state, and local programs designed to help students with readingand writing problems.
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Competencies Classroom/Literacy
Assistant
READING ,LJ),IFFJCULTIES
The.Varapitifesion
4.1 understand the nature and multiple causes of reading and writing difficulties;
4.2 know principles for diagnosing reading difficulties;
4.3 be well versed on individualized and group instructional interventions targetedtoward those students in greatest need or at low proficiency levels; and
4.4 know various reading programs and how to teach them as needed, and knowthe instructional implications of research in special education, psychology, andother fields that deal with the treatment of students with reading/learningdifficulties.
0A
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INSTRUCTION AND ASSESSMENT,
5.0 CREATING A LITERATE ENVIRONMENT
The paraprofessional *ill be able to
5.1 create a literate environment that fosters.interest and growth in all aspects of literacy;
5.2 use texts and trade books to stimulate interest, promote reading growth, fosterappreciation for the written word, and increase the motivation of learners to readwidely and independently for information, pleasure, and personal growth;
5.3 model and discuss reading and writing as valuable, lifelong activities;
5.4 provide opportunities for learners to select from a variety of written materials,to read extended texts, and to read for many authentic purposes;
5.5 provide opportunities for creative and personal responses to literature, includingstorytelling;
5.6 promote the integration of language arts in all content areas;
5.7 use instructional and information technologies to support literacy learning; and
5.8 implement effective strategies to include parents as partners in the literacydevelopment of their children.
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6.0 wORD_IpNTIFICATION,:,YOCABupkgy, AND SPELLING
Theipaiapi-Ofe8ional be able to:.
6.1 teach students to monitor their own word identification through the use ofsyntactic, semantic, and graphophonemic relations;
6.2 use phonics to teach students to use their knowledge of letter/soundcorrespondence to identify sounds in the construction of meaning;
6.3 teach students to use context to identify and define unfamiliar words;
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PARAPROFESSIONALS
Competencies Classroom/LiteracyAssistant
6.4 guide students to refine their spelling knowledge through reading and writing;
6.5 teach students to recognize and use various spelling patterns in the English Alanguage as an aid to word identification; and
6.6 employ effective techniques and strategies for the ongoing development ofindependent vocabulary acquisition.
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7.0. COMP1ZEI-INSION'
The:paraprofesionat. :iv e able to:
7.1 provide direct instruction and model when and how to use multiplecomprehension strategies, including retelling in a variety of texts;
7.2 model questioning strategies;
7.3 teach students to connect prior knowledge with new information;
7.4 teach students strategies for monitoring their own comprehension;
7.5 ensure that students can use various aspects of text to gain comprehension,including conventions of written English, text structure and genres, figurativelanguage, and intertextual links; and
7.6 ensure that students gain understanding of the meaning and importance of theconventions of standard written English (e.g., punctuation or usage).
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8.0 STUDY STRATEGIES.
The paraprofessional wlll' be able to:
8.1 provide opportunities to locate and use a variety of print, nonprint, andelectronic reference sources;
8.2 teach students to vary reading rate according to the purpose(s) anddifficulty of the material;
8.3 teach students effective time-management strategies;
8.4 teach students strategies to organize and remember information; and
8.5 teach test-taking strategies.
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essioR
9.1 teach students planning strategies most appropriate for particular kindsof writing;
9.2 teach students to draft, revise, and edit their writing; and
9.3 teach students the conventions of standard written English needed to edittheir compositions.
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Competencies
PARAPROFESSIONALS
Classroom/LiteracyAssistant
The pHaiapiOfei§lOil
10.1 conduct assessments that involve multiple indicators of learner progress; and
10.2 administer and use information from norm-referenced tests, criterion-referenced tests, formal and informal inventories, constructed response measures,portfolio-based assessments, student self-evaluations, work/performance samples,observations, anecdotal records, journals, and other indicators of studentprogress to inform instruction and learning.
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ORGANIZING :AND' ENHANCING A, RE
11:0 ;O:A/BALTIVICATINGINFORMATIONs`,.
The paraprofessiOnal will be able, to:
GRAM
11.1 communicate with students about their strengths, areas that need improvement,and ways to achieve improvement;
11.2 communicate with allied professionals and paraprofessionals in assessingstudent achievement and planning instruction;
11.3 involve parents in cooperative efforts and programs to support students'reading and writing development;
11.4 communicate information about literacy and data to administrators, staffmembers, school-board members, policymakers, the media, parents, and thecommunity; and
11.5 interpret research findings related to the improvement of instruction andcommunicate these to colleagues and the wider community.
. 1:11kICULLPVIDEVELoPME
The ,P440,0f0S104 able to
A
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A
O
O
12.1, initiate and participate in ongoing curriculum development and evaluation;
12.2 adapt instruction to meet the needs of different learners to accomplish differentpurposes;
12.3 supervise, coordinate, and support all services associated with literacy programs(e.g., needs assessment, program development, budgeting and evaluation, andgrant and proposal writing);
12.4 select and evaluate instructional materials, including those that are technology-based, to develop literacy;
12.5 use multiple indicators to determine curriculum effectiveness;
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Competencies Classroom/Literacy
Assistant
12.6 plan and implement programs designed to help students improve their readingand writing problems, including those supported by federal, state, and localfunding; and
12.7 help develop individual educational plans for students with severe learningproblems related to literacy.
0
0
PRQFgSSIONIAt DEVELOPMENT'
The.ParprofesSiOn41, will: be 'able to:,
13.1 participate in professional-development programs;
13.2 initiate, implement, and evaluate professional-development programs;
13.3 provide professional-development experiences that help emphasize thedynamic interaction among prior knowledge, experience, and the schoolcontext as well as among other aspects of reading development;
13.4 provide professional-development experiences that are sensitive to schoolconstraints (e.g., class size or limited resources);
13.5 use multiple indicators to judge professional growth; and
13.6 model ethical professional behavior.
C
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14.0.:KESEARCH
The paraprofessional will be able to:
14.1 apply research for improved literacy;
14.2 conduct research with a range of methodologies (e.g., ethnographic,descriptive, experimental, or historical); and
14.3 promote and facilitate teacher- and classroom-based research.
O
0
O
0.0:5pqR,VISiqN-oF,,P*PRoFEsstONALsThe P'araiii:6feSsi.on'al:1441'beable to
15.1 plan lessons for paraprofessionals;
15.2 observe and evaluate paraprofessionals interacting with children and providefeedback to them on their performance;
15.3 provide professional development and training for paraprofessionals; and
15.4 provide emotional and academic support for paraprofessionals.
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PARAPROFESSIONALS
Competencies Classroom/Literacy
Assistant
60- 'PROFESSIONALISM
The paraprofessional Aivi 11, be ,able to
16.1 pursue knowledge of language arts processes by reading professional journalsand publications and participating in conferences and other professionalactivities;
16.2 reflect on one's practice to improve instruction and other services to students;
16.3 interact with and participate in decision-making with teachers, teachereducators, theoreticians, and researchers;
16.4 support and participate in efforts to improve the reading profession by beingan advocate for licensing and certification;
16.5 participate in local, state, national, and international professional organizationswhose mission is the improvement of literacy;
16.6 promote collegiality with other literacy professionals through regularconversations, discussions, and consultations about learners, literacy theory, andassessment and instruction;
16.7 write for publication; and
16.8 make presentations at local, state, regional, and national meetings andconferences.
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B
B
B
B
A
00
A-Awareness B-Basic Understanding C-Comprehensive Understanding 0-Not Applicable
APPENDIX D
Conferences and Conventions Where
Standarcisfor Reading Professionals
Was Reviewed
American Reading Forum
Sanibel Island, Florida-December 1997
College Reading Association
Charleston, South Carolina-November 1996
Boston, Massachusetts-November 1997
International Reading Association
New Orleans, Louisiana-April 1996
Atlanta, Georgia-May 1997
Orlando, Florida-May 1998
National Reading Conference
Charleston, South Carolina-December 1996
Scottsdale, Arizona-December 1997
Parents and Reading Conference
Manhattan Reading Council
New York, New York-January 1996
New York, New York-January 1997
61 39
APPENDIX E
International Reading Association Code of Ethics
The members of the International Reading Association form a group of professional persons committedto the development of society through teaching, professional services, research, and publication. Themembers of this group are committed to values that are the foundation of a democratic societyfreedomto teach, write, and study in an atmosphere conducive to the best interests of the profession. The bestinterests of the public, the profession, and the individuals concerned should be of primary considerationin recommending candidates for degrees, positions, advancements, the recognition of professional activity,and for certification in those areas where certification exists.
Ethical standards in professional relationships:I. It is the obligation of all members of the International Reading Association to observe the Code
of Ethics of the organization and to act accordingly so as to advance the status and prestige of theAssociation and of the profession as a whole. Members should assist in establishing the highest profes-sional standards for reading programs and services, and should enlist support for these throughdissemination of pertinent information to the public.
2. It is the obligation of all members to maintain relationships with other professional persons, strivingfor harmony, avoiding personal controversy, encouraging cooperative effort, and making known theobligations and services rendered by professionals in reading.
3. It is the obligation of members to report results of research and other developments in reading.4. Members should not claim nor advertise affiliation with the International Reading Association as
evidence of their competence in reading.
Ethical standards for reading professionals:1. Professionals in reading must possess suitable qualifications for engaging in consulting, diagnostic,
or remedial work. Unqualified persons should not engage in such activities except under the direct super-vision of one who is properly qualified. Professional intent and the welfare of the person seeking servicesshould govern all consulting or clinical activities such as counseling, administering diagnostic tests, orproviding remediation. It is the duty of the professional in reading to keep relationships with clients andinterested persons on a professional level.
2. Information derived from consulting and/or professional services should be regarded as confidential.Expressed consent of persons involved should be secured before releasing information to outside agencies.
3. Professionals in reading should recognize the boundaries of their competence and should not offerservices that fail to meet professional standards established by other disciplines. They should be free,however, to give assistance in other areas in which they are qualified.
4. Referral should be made to specialists in allied fields as needed. When such referral is made, pertinentinformation should be made available to consulting specialists.
5. Reading clinics and/or reading professionals offering services should refrain from guaranteeing easysolutions or favorable outcomes as a result of their work, and their advertising should be consistent withthat of allied professions. They should not accept for remediation any persons who are unlikely to benefitfrom their instruction, and they should work to accomplish the greatest possible improvement in theshortest time. Fees, if charged, should be agreed on in advance and should be charged in accordance withan established set of rates commensurate with that of other professions.
Breaches of the Code of Ethics should be reported to Association Headquarters for referral to the Committee
40 on Professional Standards and Ethics for an impartial investigation. 62[kW ffPrsft' AVAILABLE
INTERNATIONAL1.1. Reading
AssociationISBN 0-87207-197-9
9 80872 7197
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