Graduate Certificate: K-12 Reading Teacher
The K-12 Reading Teacher graduate certificate program qualifies a candidate for Minnesota or Wisconsin licensure as a K-12 Reading Teacher. The program prepares teachers to function as licensed reading specialists who can develop, provide, and supervise reading programs for K-12 students. K-12 reading teachers will also be trained to provide reading consultation and coaching to classroom teachers. By continuing and completing seven additional courses that focus on reading and writing development across the lifespan and within different cultures, you will earn a master's degree in Literacy Education.
Program Structure
Saint Mary's University recognizes that experienced literacy teachers will have likely mastered some of the standards required for K-12 Reading Teacher endorsement prior to admission to the program. The first seven courses in the program address the Minnesota standards for K-12 Reading Teacher endorsement. Pre-requisite to enrollment in the K-12 Reading Teacher program is eligibility for a Minnesota classroom teaching license. Those who wish to add the Wisconsin 316 Reading Teacher license must have two years of full time teaching before Wisconsin licensure is granted. Please see "Course Information" below for courses that meet the requirements for Reading Teacher licensure.
Program Delivery
The program courses are designed to be completed in 15-months through weekend, partially online, and summer classes.
Locations
Minneapolis metropolitan area and other locations across Minnesota
Admissions Contact
Denise Cichosz
(507) 457-6629
Saint Mary's University of Minnesota
Attention Denise Cichosz
700 Terrace Heights #23
Winona, MN 55987-1399
Toll free: 800-635-5987, ext. 6629
Fax: 507-457-1992
dcichosz@smumn.edu
The courses that meet the requirements for Reading Teacher licensure include are listed below.
Note: Courses from this program may also be used to fulfill the electives of two of Saint Mary’s University master’s degrees: Six credits may be used for either the Master of Arts in Education (M.A. in Ed.) or the Master of Education in Teaching and Learning (M.Ed.).
EDRD600 Foundations of Reading (3)This course explores the theoretical and scientific underpinnings of literacy development as a basis for developing effective K-12 reading programs. Major topics include knowledge of the relationships between spoken and written language, the historical evolution of English, processes of reading, motivational aspects, stages of reading, spelling, and writing development, and major historical and current instructional approaches and programs for literacy development. Qualitative and quantitative research regarding literacy acquisition and applications to designing balanced reading programs are addressed.
EDRD601 Elementary Reading Instruction: K-6 (2)Drawing on the conceptual framework for understanding literacy processes, stages, and major instructional approaches developed in EDRD 600, this course features instructional techniques, materials, and programs that have been validated as effective for developing competent and joyful readers and writers in grades K-6. The focus is on creating a balanced literacy program that incorporates the strengths of a whole language approach and the findings of the National Reading Panel.
EDRD602 Secondary Reading Instruction: 7-12 (2)This course focuses on literacy development in the middle and high school years, with the goal of promoting reading for learning, understanding, and enjoyment. Topics include assessment of students’ reading and written language skills, the cognitive and skill levels required by various content-area materials and written tests, use of alternative testing strategies, and instructional strategies for developing strategic readers and competent writers in all content areas. Collaboration with content area teachers to adapt course materials, teaching strategies, and assessment practices for students with exceptional educational needs such as learning disabilities and gifted/talented are also featured.
EDRD603 Reading Instruction for Linguistically and Cultura (2)This course focuses on the concepts and skills needed to develop literacy programs for students who differ in how they acquire literacy because of language, learning, and/or cultural differences. Three major strands are featured: (1) selection and teaching of literature that reflects the diversity of American classrooms and promotes global understanding; ( 2) fostering literacy in children who come from non-mainstream cultures; and (3) literacy for English Language Learners (ELL/ESL) and for those with special learning characteristics, for example, gifted and talented. Gender differences in literacy acquisition are also explored.
EDRD604 Diagnosis and Remediation of Reading Difficulties (3)This course focuses on the concepts and skills needed to identify and successfully remdiate reading and written language difficulties in all struggling readers, including those served in Title One and LD programs, English Language Learners with literacy delays, and competent readers who have lost motivation to read and write well. Concepts related to test construction, selection, and administration are explored through a case study approach. Uses of group and individual standardized and informal literacy measurements are featured.
EDRD605 Clinical Reading Practicum (3)After assessing the literacy skills and needs of three students—one each at elementary, middle, and high school levels—candidates for the licensure design and carry out individualized intervention programs. The course includes 45 hours of student contact, three class sessions, and weekly online participation via Blackboard.
EDRD606 Development and Supervision of Reading Programs (2)This course focuses on the skills needed to design and supervise K-12 reading programs, including selection of curriculum, assessment procedures, instructional materials, and budget development. Interpretation of district results on state-mandated reading tests and development of a district plan are featured. This course also includes coaching strategies for collaboration with classroom and content area teachers.
Program Staff
Education - Dean, School of Education, Education - Professor, Reading Licensure Program - Director