The Reading Endorsement at Lake Erie College includes fifteen (15) semester hours of instruction with classroom based fieldwork integrated throughout the program. Helping students learn to communicate – reading, writing, listening, speaking and visual literacy – is one of the greatest challenges facing teachers, especially given the linguistic and cultural diversity of today’s classroom.
Courses in the program are designed to fulfill requirements for the graduate reading endorsement (P-12). The program is aligned to the International Reading Association (IRA) standards, the guidelines set forth by the Ohio Board of Regents, and includes the methods, strategies, and techniques recommended for recognizing and teaching students diagnosed with Dyslexia.
The Reading Endorsement may be added to any standard teaching license, including Early Childhood, Middle Childhood, Intervention Specialist, Adolescence to Young Adult (AYA), and Multi-Age License. Lake Erie College offers you the flexibility of completing your Reading Endorsement completely online.
- Copy of a Valid Teachers License
- An Undergraduate Cumulative GPA of 2.75
- Completed Application
- Official Transcripts for all Degrees Received.
Applicants holding an AYA, Multi-Age, or Career Technical License must have completed a pre-requisite nine credit hours of undergraduate level reading coursework before being admitted, including a 3 credit course in phonics.
All other applicants must have completed the prerequisite 12 credit hours of undergraduate level reading coursework before being admitted.
Enrollment in the master's degree is not a prerequisite for enrollment in the reading endorsement program, although the 4 reading endorsement classes may be used as electives for the M.Ed program.
Those seeking a reading endorsement from the State of Ohio must also successfully complete the Ohio Assessment for Educators (OAE) Exam Subtest I #038 and Subtest II #039.
READING ENDORSEMENT COURSES (15 SH)
- EMR 501 Theory and Practice of Reading (3 SH)
- EMR 504 Socio-Cultural Factors in Literacy (3 SH)
- EMR 502 Reading Strategies and Curriculum (3 SH)
- EMR 503 Assessments in Reading Instruction (3 SH)
- EMR 512 Professional Development and Field Research (3 SH)
READING ENDORSEMENT – COURSE DESCRIPTIONS
EMR 501 Theory and Practice in Reading (3 SH)
This class focuses on the foundation of reading and writing the psychological, sociological, and linguistic aspects of reading and writing. Candidates become familiar with reading research and the histories of reading. Emphasis is directed to language development, reading acquisition and the variations related to culture and linguistic diversity. Candidates learn how to integrate major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) to develop fluent readers.
EMR 502 Reading Strategies and Curriculum (3 SH)
Candidates learn and use a wide variety of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. They use grouping options (individual, small group, whole-class, and computer based) to enhance and instruct for various purposes. Instructional strategies, approaches, methods, and curriculum materials are used to assist students at various developmental levels and with diverse cultural and linguistic backgrounds. Candidates learn to align instruction and curriculum with state and local standards.
EMR 503 Assessment in Reading Instruction (3 SH)
Candidates learn to use a wide range of assessment tools and practices that provide measurement data for individuals and groups. They become proficient in administering individual and group standardizes tests, informal assessments, and technology based tools. Candidates learn to utilize assessment data to identify students’ proficiencies and deficiencies. They use assessment data to plan, evaluate, and revise effective instruction that meets the needs of all students including those with different developmental levels and those from diverse cultural and linguistic backgrounds.
EMR 504 Socio-Cultural Factors in Literacy (3 SH)
Candidates learn to use student interests, reading abilities and backgrounds as motivational tools to encourage reading and writing. Candidates themselves become lifelong learners and enthusiastically reflect that disposition to their students. Candidates develop a repertoire of books, technology based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds to facilitate comprehension.
EMR 512 Professional Development and Field Research (3 SH)
Candidates participate in field experiences that are logical, sequential, and planned at the Pre-K-3, middle, and secondary levels. They display dispositions related to reading and the teaching of reading, model ethical professional behavior, and work with colleagues to observe, evaluate, reflect and provide feedback on each other’s practice to improve instruction. Candidates can fulfill these hours in partially in your own classroom, within your building and within your district in order to interact with all grade bands. The field experience hours total 100 hours over the course of the semester.