KNOWLEDGE and PRACTICE STANDARDS FOR TEACHERS OF READING Please download the Practice Standards and Examine
https://dyslexiaida.org/knowledge-and-practices/
International Dyslexia Association
"A large body of research evidence shows that with
appropriate, intensive instruction, all but the
most severe reading disabilities can be ameliorated in the
early grades, and students can get on track toward academic success.
Structured Literacy
is an approach to reading instruction that is beneficial for general education students at risk for reading difficulties due to various factors (e.g.low socioeconomic status, status as an English learner, and students with disabilities.
Are Teachers Prepared?
Teaching language, reading, and writing effectively, especially for students experiencing difficulty, requires considerable knowledge and skill.
Regrettably, the licensing and professional development
practices currently endorsed by many states are insufficient for the preparation and support of teachers
and specialists.
Researchers are finding that individuals with reading specialists and special education
Licensors often know no more about research‐based, effective practices than those with general education teaching licenses.
The majority of practitioners at all levels have not been prepared in
sufficient depth to prevent reading problems, to recognize
the early signs of risk, or to teach students
with dyslexia and related learning disabilities successfully.
Inquiries into teacher preparation in reading have revealed a pervasive absence of rich content and academic rigor in many courses that lead to the certification of teachers and specialists.
Analyses of teacher licensing tests show that typically, very few are aligned with current research on effective instruction for students at risk. When tests are aligned
with scientific research, far too many teacher candidates are unable
to pass them.
The Center for Effective Reading Instruction-CERI has adopted this set of knowledge and practice standards to address these gaps and promote more rigorous, meaningful, and effective teacher preparation and professional development."
THE KNOWLEDGE AND PRACTICE STANDARDS ARE PRESENTED IN A CHART AND ARE EASY TO READ.
"Understand the (5) language processing requirements of proficient reading and writing:
phonological, orthographic,
semantic, syntactic, discourse.
1.2
Understand that learning to read, for most people, requires explicit instruction.
1.3
Understand the reciprocal relationships among phonemic
awareness, decoding, word recognition, spelling, and
vocabulary knowledge.
1.4
Identify and explain aspects of cognition and behavior that affect reading and writing development."
CLICK ON THE LINK FOR THE COMPLETE STANDARDS MATRIX.
LET THIS WORK GUIDE YOU AS YOU PLAN READING INSTRUCTION FOR THE MILLIONS OF STUDENTS WHO DEPEND ON US.