Reading Intervention Endorsement

The reading intervention endorsement advances teachers’ abilities to provide reading instruction and to diagnose and remediate reading problems in diverse instructional settings. Coursework and passage of the required Oregon Teacher Standards and Practices Commission (TSPC) test lead to the Oregon licensure reading intervention endorsement. Candidates may be required to demonstrate prior experiences before enrolling in specific reading intervention endorsement courses. All add-on endorsement courses are taught at the graduate level. Undergraduates may enroll in these course at the 400 level to complete their undergraduate course of study.

Reading Intervention Endorsement Learning Outcomes

Reading intervention endorsement program coursework and clinical experiences have been designed for candidates to demonstrate competencies listed in the TSPC standards for the Oregon licensure reading intervention endorsement (OAR 584-420-0440). 

1. Foundational Knowledge and Professional Dispositions: Understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 
2. Instructional Strategies and Curriculum Materials: Use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Create and engage their students in literacy practices that develop awareness, understanding, respect and a valuing of differences in our society.
3. Assessment, Diagnosis and Evaluation: Use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
4. Creating a Literate Environment: Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
5. Professional Development: View professional learning and leadership as a career-long effort and responsibility.
6. Leadership: Guidance and Supervision of Paraprofessionals: Demonstrate positive dispositions, individual and collaborative learning, the ability to design and evaluate professional learning experiences, the importance of advocacy, and a need for knowledge about adult learning and school leadership. Learning is often collaborative and occurs in the workplace through grade-level meetings, academic team meetings, workshops, study groups, and so forth.

Oregon reading intervention endorsement standards model the International Literacy Association (ILA) standards.