The following requirements shall apply to the licensure of a reading and writing teacher:

1. (a) The candidate shall:

   1. (1) Qualify for licensure under one of the pathways outlined in Ed 505.05 - Ed 505.07; and
   2. (2) Meet the requirements of (b) below.

2. (b) The candidate shall have the following skills, competencies, and knowledge gained through a combination of academic and supervised clinical experience:

   1. (1) In the foundations of reading and writing processes and instruction, the ability to demonstrate knowledge of:

      1. a. Psychological, cultural, and linguistic foundations of reading and writing processes and instruction, as shown by the ability to explain, compare, contrast, and critique major theories in the foundational areas as they are related to reading and writing;
      2. b. Current practices, research, and historical developments in teaching reading and writing;
      3. c. The diverse languages, cultures, histories, and experiences of multilingual learners;

      4. d. Language development as it relates to acquisition of reading and writing and the variations related to cultural and linguistic diversity, including the ability to:

         1. 1. Identify, explain, compare, and contrast the theories and research in the areas of language development in relation to the process of learning to read and write; and
         2. 2. Describe development of a child’s reading and writing in relation to cultural and linguistic context;

      5. e. The major components of reading curriculum, including the ability to:

         1. 1. Describe the components of language and reading, including phonology, syntax, semantics, morphology, discourse, pragmatics, concepts of print, phonological awareness including phonemic awareness, phonics, word recognition, fluency, vocabulary, oral language, and comprehension;

         2. 2. Demonstrate knowledge of the reciprocal relationship among:

            1. (i) Phonemic awareness, phonological awareness, rapid automatic naming speed, decoding, word recognition, and spelling;
            2. (ii) Decoding, fluency, and reading comprehension;
            3. (iii) Background knowledge, vocabulary, decoding, and reading comprehension;
            4. (iv) Reading comprehension and writing and composition;
            5. (v) Listening comprehension and reading comprehension; and
            6. (vi) Reading, writing, language, viewing, speaking, and listening in service of building knowledge;
         3. 3. Apply explicit, systematic, and sequential evidence-based practice in phonological and phonemic awareness;
         4. 4. Explain how background knowledge, vocabulary, comprehension strategies, meaning, verbal reasoning, and language structures are integrated in reading; and
         5. 5. Recognize how reading and writing are embedded in curricular areas, including science, English, social studies, and mathematics; and

      6. f. The major components of writing instruction, including the ability to:

         1. 1. Understand the writing process and appropriate strategies for planning, drafting, revision, editing, and sharing writing;
         2. 2. Demonstrate knowledge of the development of spelling, its instruction, and its relationship to word recognition and word meaning;
         3. 3. Recognize and identify stages of student progress in spelling from early strategies that map letters to sounds to more sophisticated processes that draw on semantic relationships in spelling and spelling conventions;
         4. 4. Describe age- and grade-appropriate uses of punctuation and text organization and how such conventions serve communication;
         5. 5. Describe models for integrating writing across the curriculum;
         6. 6. Demonstrate knowledge of how students learn to encode their ideas in manuscript and cursive as well as through technology; and
         7. 7. Know and apply in practice considerations for the appropriate uses of assistive technology in the writing process;

   2. (2) In the instructional strategies and curriculum materials in reading and writing, the ability to:

      1. a. Use flexible instructional options to address individual differences through grouping and individual instruction;
      2. b. Select appropriate instructional practices, approaches, and methods, including but not limited to, technology-based practices for addressing the needs of students;

      3. c. Provide and employ effective reading and writing instruction for learners at different stages of literacy and from different cultural and linguistic backgrounds, including the ability to:

         1. 1. Identify appropriate reading materials based for the purpose of instruction, assessment, accommodations, and student interest;
         2. 2. Engage students in reading and writing for a variety of purposes, including personal, academic, and career interests;
         3. 3. Develop students’ writing from planning through drafting, editing, revising, and sharing with peers, teachers, and others; and

         4. 4. Design focused reading and writing lessons to:

            1. (i) Address skill needs, including spelling and punctuation; and
            2. (ii) Further competence in cognitive aspects of writing, including text and sentence organization, word choice, and voice; and
      4. d. Use instructional strategies that support, challenge, and develop language and literacy of multilingual learners;

   3. (3) In the assessment, diagnosis, and evaluation of reading and writing, the ability to:

      1. a. Understand the terminology, processes, and procedures used in screening, progress monitoring, and diagnostic and outcome assessments for all learners’ proficiency levels;
      2. b. Compare, contrast, use, and interpret a wide range of assessment tools and practices;
      3. c. Apply principles of research-based and evidence-based tiered intervention;

      4. d. Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds, by:

         1. 1. Using in-depth assessment information to plan individual instruction for those struggling with reading and writing;
         2. 2. Selecting and administering developmentally appropriate formative and summative assessments;
         3. 3. Engaging students appropriately in using assistive technology to address their needs in learning and communicating; and
         4. 4. Collaborating with other education professionals to implement appropriate reading and writing instruction for individual students;

   4. (4) In creating a literate environment that fosters reading and writing, the ability to:

      1. a. Use students’ interests, abilities in reading and writing, and backgrounds as a foundation for developing their abilities in reading and writing, including the ability to:

         1. 1. Periodically inventory and assess students’ interests, reading, decoding, and comprehension levels, and background knowledge;
         2. 2. Select literature, materials, and activities that match the reading, decoding, and comprehension levels, writing development, and cultural and linguistic backgrounds of students;
         3. 3. Use instructional practices that allow for explicit instruction, provide authentic purposes for reading and writing, and incorporate peer discussion and collaboration; and
         4. 4. Establish forums for students to write in a variety of genres, and to share and respond to one another’s writing;
      2. b. Motivate learners to be lifelong readers and to write for personal, social, academic, and vocational or professional purposes; and

      3. c. Demonstrate how students’ abilities to read and write support academic achievement, personal inquiry, identity, and self expression by:

         1. 1. Providing students with the opportunities to use reading to explore areas of interest and intellectual curiosity; and
         2. 2. Developing students’ abilities to write for a variety of purposes; and

   5. (5) In viewing professional development as a career-long effort and responsibility, the ability to:

      1. a. Broaden and extend an understanding of teaching reading and writing, including the ability to:

         1. 1. Research and remain current regarding specific aspects of reading and writing instruction;
         2. 2. Stay informed about professional issues; and
         3. 3. Provide educational opportunities, information, and support for families and the community; and

      2. b. Collaborate with colleagues to observe, analyze, and provide feedback on each other’s practice, including:

         1. 1. Engaging in collaboration and dialogue with educators to gain recommendations and advice on teaching practices and ideas;
         2. 2. Articulating the research base related to these recommendations; and
         3. 3. Conducting action research as a means to improve instructional practices.

Source. #9799, eff 10-15-10; amd by #10506, eff 1-17-14; renumbered by #12603 (formerly Ed 507.50); EXPIRED in paragraph (b) 10-15-18; ss by #13690, eff 7-21-23; ss by #14369, eff 9-11-25, EXPIRES: 9-11-35