Schools are under increased pressure to show positive growth and achievement in reading.
The Antioch University Midwest reading endorsement provides advanced training in reading. The 18-semester credit reading endorsement program consists of 6 classes that prepare provisionally or professionally licensed teachers to earn a K-12 Ohio Reading Endorsement. The classes are designed for practicing professionals and are offered in the evenings. If you have graduated from any Early Childhood, Middle Childhood, or Special Education teacher licensure program and have completed the Ohio reading core, up to four of the six required courses may be waived.
Schools receiving funds under Titles I and/or II (public, community public, private) within No Child Left Behind may require teachers to have advanced training in reading. The reading endorsement is added to any valid Ohio teaching license and permits teachers to teach reading to all students at any grade level, including Title II reading programs. For Early Childhood and Middle Childhood teachers, adding an endorsement enables them to teach reading in reading programs outside of their licensure area. The reading endorsement also prepares teachers to oversee the reading curriculum, diagnose reading difficulties, and supervise non-professional reading staff.
This reading endorsement requires candidates to take the ETS Praxis II test number 0204. The 18-semester credit reading endorsement program at Antioch University Midwest effectively prepares candidates to pass this test at or above the Ohio cut score.
Professionals who teach under this endorsement are considered highly qualified (HQT) in reading under the current definition in Ohio.
Consistent with the best practices in education, you will learn through classes conducted in a seminar format and with course work organized in modules. Courses integrate varied learning styles and multiple intelligences.
Technology Oriented to the Educator
You will use Internet technologies to learn, teach, and facilitate networking and communication with your cohort members and your faculty.
Faculty members have extensive experience in K-12 classrooms and higher education. These experiences make the faculty uniquely qualified to combine theory with the reality of practice and provide you with a rich and highly applicable learning experience.
Student Centered, Non-Graded Alternative Evaluation
Your progress is evaluated based on predetermined competencies that must be met in order to receive course credit. In addition, you will produce portfolios that promote self-reflection and serve as valuable ongoing resources as you enter the teaching profession.
Only evaluations equivalent to the traditional letter grades of "A" or "B" will receive credit for the course. Students who require letter grades for tuition reimbursement or employer approval are asked to complete a letter grade equivalency form available from the program office.
- Schools have increased pressure to show positive growth and achievement scores in reading. The licensure area provides advanced training in reading. This may assist reading teachers in supporting school districts need to meet or maintain AYP and demonstrate increased performance on reading tests.
- Schools are required to have highly qualified teachers. The Reading Endorsement added onto a standard teaching license makes teachers highly qualified under NCLB to teach reading.
- The additional quarter hours are graduate credit and can be used for pay increase and may be a part of a local professional development plan for licensure renewal.
- Schools receiving funds under Titles 1 and/or II (public, community public, private) within NCLB may require teachers to have advanced training in reading. This endorsement provided the training recognized by the Department of Education in response to many of the requirements of this legislation.
- For Early Childhood and Middle Childhood teachers, adding an endorsement enables teachers to teach reading in reading programs outside of their licensure area. They will be able to teach and supervise reading staff in levels P-12.
- The Reading Endorsement is recognized by NCATE as an advanced program and teachers having training in a program leading to an endorsement are considered having "advanced" education beyond their initial licensure area.
- You must successfully complete required coursework
- You must pass Praxis II
TEXTS: What the Research Has to Say About Reading Instruction, Samuels & Farstrup
and Teaching Children to Read, Reutzel & Cooter
reading theory. The role of language acquisition, language deficiencies/delays, culture, and dialect differences as they relate to phonics will be studied, as well as the role of phonics in spelling, word recognition, and decoding. Candidates will learn the terminology of language structures and develop an understanding of language elements and skills (listening, speaking, writing, and reading). Candidates will view phonics as one kind of aid in identifying words. Diverse methods for teaching sound/symbol relationships, word recognition, vocabulary, syntax, and comprehension will be taught to and practiced.
TEXTS: Words Their Way, Bear, Invernizzi, Johnston & Templeton and Phonics They Use (Cunningham)
TEXTS: Instructing Students who Have Literacy Problems, McCormack and Analytical
of the strategies that can be utilized to facilitate a learner’s content within a specific course using both narrative and expository text. Candidates will explore the influences on student’s content area reading development, and the effective assessment of content area reading for gauging student progress and informing instruction.
TEXT: Content Area Reading: Literacy & Learning Across the Curriculum, Vacca & Vacca
TEXT: No text required. Supplemental readings provided by instructor.
To complete the endorsement and be highly qualified in the area of reading P-12, the candidate must take a Praxis II exam: Introduction to the Teaching of Reading (0204). The test covers knowledge about the teaching of reading that is common to all grade levels and content areas. The test includes content on reading as a language-thought process, text structure, instructional processes, affective aspects, and environmental/sociocultural factors.