1. (a) A candidate for licensure as a reading and writing specialist for grades K-12 shall meet the following entry level requirements:

   1. (1) Qualify for licensure under one of the pathways as outlined in Ed 505.05-Ed 505.07;
   2. (2) The general education requirements specified in Ed 505.02;
   3. (3) The professional education requirements specified in Ed 505.03, if applicable; and
   4. (4) Completed at least 3 years of teaching.

2. (b) A candidate for licensure as a reading and writing specialist for grades K-12 shall have skills, competencies, and knowledge in the following areas:

   1. (1) In the area of knowledge of the theoretical and evidence-based foundations of reading and writing processes and instruction, the ability to demonstrate knowledge of:

      1. a. Cognitive, sociocultural, and diverse linguistic foundations of reading and writing processes and instruction;
      2. b. Current practices, research, and historical developments in reading and writing;
      3. c. Language development as it relates to acquisition of reading and writing, the variations related to sociocultural and linguistic diversity, and the basics of second language acquisition by leveraging multilingual learners;

      4. d. The major components of reading and writing instruction and curriculum, including the ability to:

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

         2. 2. Explain the reciprocal relationships among:

            1. (i) Phonemic awareness, phonological awareness, rapid automatic naming speed, word recognition, and spelling;
            2. (ii) Decoding, fluency, and reading comprehension;
            3. (iii) Background knowledge, vocabulary, decoding, and reading comprehension;
            4. (iv) Reading comprehension, 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 practices in phonological awareness and phonemic awareness;
         4. 4. Explain how background knowledge, vocabulary knowledge, text comprehension strategies, verbal reasoning, and language structures are integrated in reading; and
         5. 5. Describe how reading and writing are embedded in all content areas, including but not limited to English, ESOL, mathematics, science, and social studies; and

      5. e. Major components of writing instruction, including the ability to:

         1. 1. Demonstrate knowledge of the development of spelling, its instruction, and its relationship to word recognition and word meaning;
         2. 2. Demonstrate the knowledge of the mechanics of writing, including punctuation, grammar, spelling, and letter formation;
         3. 3. Explain recursive strategies for planning, drafting, revising, and editing writing;
         4. 4. Describe models for integrating writing across the curriculum; and
         5. 5. Know and apply in practice considerations for the appropriate uses of assistive technology in the writing process;

   2. (2) In the area of instructional strategies and curriculum materials in reading and writing, the ability to recognize the importance of, demonstrate, and facilitate professional learning and leadership by:

      1. a. Understanding and applying practice of structured language and literacy teaching including explicit, systematic, and cumulative teacher-directed instruction; and
      2. b. Using a wide range of evidence-based curriculum materials including structured literacy approaches in effective reading and writing instruction for struggling reluctant learners, including those identified through the screening required by RSA 200:59, I as having potential indicators or risk factors of dyslexia and related disorders at different stages of literacy development and from different sociocultural and linguistic backgrounds;

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

      1. a. Describe the terminology, processes, and procedures used in screening, progress monitoring, and diagnostic and outcome assessments, including English language learners’ proficiency levels;
      2. b. Use a variety of formal and informal assessment tools and practices to plan, evaluate, and communicate effective reading and writing instruction;

      3. c. Use assessment information to plan, evaluate, differentiate, and revise effective instruction that meets the needs of all students, including those identified through the screening required by RSA 200:59, I, as having potential indicators or risk factors of dyslexia and related disorders by:

         1. 1. Assisting teachers in using assessments to plan and implement evidence-based instruction for all students;
         2. 2. Engaging students and adults in using assistive technology to address their needs in learning and communicating; and
         3. 3. Collaboratively collecting, analyzing, and using school-wide assessment data to improve school and district literacy instruction and programs;
      4. d. Communicate results of assessments and screenings to a variety of audiences, including students, families, administrators, teachers, specialists, and policymakers; and
      5. e. Demonstrate knowledge of current issues, practices, and policies related to the assessment, evaluation, and instruction of reading and writing;

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

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

         1. 1. Assist the classroom teacher in demonstrating a respectful attitude toward all learners and understand the roles of choice, motivation, and scaffolded instructional support in creating positive and supportive environments;
         2. 2. Assist the classroom teacher and paraeducator in selecting literature, materials, and activities that match the reading levels and writing development of all students;
         3. 3. Demonstrate models of teaching that provide authentic purposes for reading and writing; and
         4. 4. Help the classroom teacher to use evidence-based rationale to make and monitor flexible instructional grouping options for students;
      2. b. Create social learning contexts that engage learners in discussions and literacy explorations among peers to motivate and extend learning opportunities;
      3. c. Apply literacy content and pedagogical knowledge in the selection and use of instructional tools and promote and make sound decisions about when such tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools; and
      4. d. Provide educational opportunities, information, and support for families and the community; and

   5. (5) In the area of professional knowledge and skills, the ability to:

      1. a. Demonstrate reading and writing-focused instructional leadership through actions such as coaching, mentoring, and analyzing and evaluating educational structures and policies that affect students’ equitable access to high quality reading and writing instruction;
      2. b. Plan, develop, implement, and evaluate reading- and writing-focused professional development programs;
      3. c. Evaluate the alignment of state English language arts standards, district curricula, and state and local assessments, and recommend appropriate adjustments;
      4. d. Support teachers in systematically reflecting on and learning from their reading and writing practice;
      5. e. Collaborate with school-based professionals to develop evidence-based interventions for high- and low- achieving students; and
      6. f. Analyze and interpret reading and writing assessment data and communicate results to appropriate and varied audiences.

Source. #6349, eff 10-5-96; rpld by #7923, eff 7-24-03 New. #9306, eff 10-25-08; amd by #9993, eff 9-16-11; amd by #10506, eff 1-17-14; ss by #12142, eff 3-24-17; ss by #13102, eff 10-5-20 (formerly Ed 507.12) (see Revision Note at part heading for Ed 508); ss by #14368, eff 9-11-25, EXPIRES: 9-11-35