KNOWLEDGE AND BELIEFS ABOUT READING

1.0              Theoretical Base

The reading professional will:

  1.1           demonstrate recognition that reading should be taught as a process;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #1 assessed through performance assessment #2: Visual Representations

RDNG 657: Comprehension and the Content Areas  Objective #1

Performance Objective #3 Inquiry Writing

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #1

Performance Assessment #1 Learning Logs

C

  1.2           demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process;

RDNG 655: The Integrated Literacy Curriculum, Objective #1

Performance Assessment #1: Learning Logs

C

  1.3           demonstrate an understanding of the importance of literacy for personal and social growth;

RDNG 655: The Integrated Literacy Curriculum, Objective #2

Performance Assessment #1: Learning Logs

RDNG 656: Language Development, Literacy, and the Young Child

Objective #2 assessed through performance assessment #3: Examination

C

  1.4           illustrate that literacy can be a means for transmitting moral and cultural values;

RDNG 655: The Integrated Literacy Curriculum, Objective #3

Performance Assessment #1: Learning Logs

Performance Assessment #4: Literature

Response Strategies

RDNG 656: Language Development, Literacy, and the Young Child

Objective #3 assessed through performance assessment #3: Examination

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #22

Performance Assessment # 3 Inquiry Writing

C

  1.5           demonstrate an understanding of reading as the process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation;

RDNG 655: The Integrated Literacy Curriculum, Objective #4

Performance Assessment #1: Learning Logs

RDNG 657: Comprehension and the Content Areas  Objective #2,

Performance Objective #3 Inquiry Writing

C

  1.6           demonstrate an understanding of the major theories of language development, cognition, and learning; and

RDNG 656: Language Development, Literacy, and the Young Child

Objective #4 assessed through performance assessment #1: The Literacy Museum

RDNG 678: Literacy Assessment

Objective #1  Performance Assessment #1: Learning Log, #2 Emergent Diagnosis, #3 Full Diagnosis

Capstone Experience, Part One

C

  1.7           demonstrate an understanding of the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition.

RDNG 656: Language Development, Literacy, and the Young Child

Objective #5 assessed through performance assessment #2: Visual Representations

RDNG 657: Comprehension and the Content Areas  Objective #3

Performance Objective #5 :Quizzes and Texts

RDNG 686: Designing Literacy Intervention Programs, Objective #1

Performance Assessment #1, Learning Log

C

2.0              Knowledge Base

The reading professional will:

  2.1           demonstrate an understanding that written language is a symbolic system;

RDNG 655: The Integrated Literacy Curriculum, Objective #5

Performance Assessment #1: Learning Logs

RDNG 656: Language Development, Literacy, and the Young Child

Objective #6 assessed through performance assessment #3: Examination

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #21

Performance Assessment #1 Learning Logs

C

  2.2           demonstrate an understanding of the interrelation of language and literacy acquisition;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #7 assessed through performance assessment #2: Visual Representations

C

  2.3           demonstrate an understanding of principles of new language acquisition;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #8 assessed through performance assessment #2: Visual Representations

C

  2.4           demonstrate an understanding of phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #9 assessed through performance assessment #2: Visual Representations

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #3

Performance Assessment #1 Learning Logs

C

  2.5           demonstrate an understanding of the interrelation of reading and writing, and listening and speaking;

RDNG 655: The Integrated Literacy Curriculum, Objective #10

Performance Assessment #1: Learning Logs

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #4

Performance Assessment #1 Learning Logs

C

  2.6           show that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually;

RDNG 655: The Integrated Literacy Curriculum, Objective #11

Performance Assessment #2: Integrated Literacy Paper

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #14

Performance Assessment #1 Learning Logs

C

  2.7           demonstrate an understanding of emergent literacy and the experiences that support it;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #10 assessed through performance assessment #3: Examination

C

  2.8           demonstrate an understanding of the role of metacognition in reading and writing, and listening and speaking;

RDNG 657: Comprehension and the Content Areas  Objective #4

Performance Assessment #3 Inquiry Writing

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #9

Performance Assessment #1 Learning Logs

C

  2.9           demonstrate an understanding of how contextual factors in the school can influence student learning and reading (e.g., grouping procedures, school programs, and assessment);

RDNG 657: Comprehension and the Content Areas  Objective #5

Performance Assessment #2 Classroom Writing Materials

C

  2.10        show how past and present literacy leaders contributed to the knowledge base;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #11 assessed through performance assessment #1: The Literacy Museum

RDNG 657: Comprehension and the Content Areas  Objective #6

Performance Assessment#1 Learning Logs

B

  2.11        show an understanding of relevant reading research from general education and how it has influenced literacy education;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #12 assessed through performance assessment #1: The Literacy Museum

RDNG 657: Comprehension and the Content Areas  Objective #7

Performance Assessment #1  Learning Logs

B

  2.12        teach classic and contemporary children’s and young adults’ literature, and easy-reading fiction and nonfiction for adults, at appropriate levels;

RDNG 655: The Integrated Literacy Curriculum, Objective #16

Performance Assessment #3: Literature Circles

C

  2.13        illustrate the importance of giving learners opportunities in all aspects of literacy (e.g., as readers, writers, thinkers, reactors, or responders); and

RDNG 655: The Integrated Literacy Curriculum, Objective #13

Performance Assessment #2: Integrated Literacy Paper

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #6

Performance Assessment #4 Oral Presentation

C

  2.14        show that goals, instruction, and assessment should be aligned.

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #23

Performance Assessment #2 Classroom Writing Activity

RDNG 678: Literacy Assessment

Objective #2  Performance Assessment #2 Emergent Diagnosis, #3 Full Diagnosis Capstone Experience, Part One

C

3.0              Individual Differences

The reading professional will:

  3.1           illustrate how differences among learners influence their literacy development;

RDNG 678: Literacy Assessment

Objective #3  Performance Assessment #1: Learning Log, #2 Emergent Diagnosis, #3 Full Diagnosis

Capstone Experience, Part One

RDNG 686: Designing Literacy Intervention Programs

Objective #2

Performance Assessment #1, Learning Log

C

  3.2           demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process;

RDNG 655: The Integrated Literacy Curriculum, Objective #21

Performance Assessment #4: Literature Response Strategies

C

  3.3           show that spelling is developmental and is based on student knowledge of the phonological system and of the letter names, their judgments of   phonetic similarities and differences, and their ability to abstract phonetic information from letter names;

RDNG 655: The Integrated Literacy Curriculum, Objective #7

Performance Assessment #1: Learning Logs

C

  3.4           illustrate the importance of creating programs to address the strengths and needs of individual learners; and

RDNG 678: Literacy Assessment

Objective #4  Performance Assessment #2 Emergent Diagnosis, #3 Full Diagnosis Capstone Experience, Part One

C

  3.5           show knowledge of federal, state, and local programs designed to help students with reading and writing problems.

RDNG 686:  Designing Literacy Intervention Programs, Objective #3,

Performance Assessment: Capstone Experience, Part Two

C

4.0              Reading Difficulties

The reading professional will:

  4.1           demonstrate an understanding of the nature and multiple causes of reading and writing difficulties;

RDNG 678: Literacy Assessment

Objective #5

 Performance Assessments #1: Learning Log, #2 Emergent Diagnosis,

#3 Full Diagnosis

Capstone Experience, Part One

RDNG 686:  Designing Literacy Intervention Programs, Objective #4

Performance Assessment #1, Learning Log

C

  4.2           demonstrate knowledge of principles for diagnosing reading difficulties;

RDNG 678: Literacy Assessment

Objective #6  Performance Assessment #2 Emergent Diagnosis, #3 Full Diagnosis Capstone Experience, Part One

C

  4.3           illustrate an understanding of individualized and group instructional interventions targeted toward those students in greatest need or at low proficiency levels; and

RDNG 686: Designing Literacy Intervention Programs, Objective #5

Performance Assessment #1 Learning Log

Performance Assessment #2 Intervention Program

C

  4.4           show an understanding of the instructional implications of research in special education, psychology, and other fields that deal with the treatment of students with reading and learning difficulties.

RDNG 686: Designing Literacy Intervention Programs, Objective #6

Performance Assessment #1 Learning Log

C

INSTRUCTION AND ASSESSMENT

5.0              Creating a Literate Environment

The reading professional will be able to:

  5.1           create a literate environment that fosters interest and growth in all aspects of literacy;

RDNG 655: The Integrated Literacy Curriculum, Objective #15

Performance Assessment #3: Literature Circles

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #24

Performance Assessment #2 Classroom Writing Activity and #3 Inquiry Writing

C

  5.2           use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth;

RDNG 655: The Integrated Literacy Curriculum, Objective #17

Performance Assessment #3: Literature Circles

RDNG 657: Comprehension and the Content Areas  Objective #8

Performance Objective #3 Inquiry Writing

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #25

Performance Assessment #2 Classroom Writing Materials and #3 Inquiry Writing

C

  5.3           model and discuss reading and writing as valuable, lifelong activities;

RDNG 655: The Integrated Literacy Curriculum, Objective #19

Performance Assessment #3: Literature Circles

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #10

Performance Assessment #2 Classroom Writing Materials

C

  5.4           provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes;

RDNG 657: Comprehension and the Content Areas  Objective #9

Performance Objective #3 Inquiry Writing

C

  5.5           provide opportunities for creative and personal responses to literature, including storytelling;

RDNG 655: The Integrated Literacy Curriculum, Objective #14

Performance Assessment #3: Literature Circles

RDNG 658:  Reading and Writing and the Inquiry Process    Objective # 5

Performance Assessment #4 Oral Representation

C

  5.6            promote the integration of language arts in all content areas;

RDNG 655: The Integrated Literacy Curriculum, Objective #12

Performance Assessment #1: Learning Logs

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #8

Performance Assessment #2 Classroom Writing Materials

C

  5.7           use instructional and information technologies to support literacy learning; and

RDNG 655: The Integrated Literacy Curriculum, Objective #20

Performance Assessment #2: Integrated Literacy Paper

Performance Assessment #4: Literature Response Strategies

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #15

Performance Assessment #2 Classroom Writing Materials

RDNG 686: Designing Literacy Intervention Programs, Objective #7

Performance Assessment #2 Intervention Program

C

  5.8           implement effective strategies to include parents as partners in the literacy development of their children.

RDNG 686: Objective #8

Performance Assessment #2 Intervention Program

Performance Assessment #3 Progress Report

C

6.0              Word Identification, Vocabulary, and Spelling

The reading professional will be able to:

  6.1           teach students to monitor their own word identification through the use of syntax, semantic, and graphophonemic relations;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #13 assessed through performance assessment #3: Examination

C

  6.2           use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #14 assessed through performance assessment #3: Examination

C

  6.3           teach students to use context to identify and define unfamiliar words;

RDNG 656: Language Development, Literacy, and the Young Child

Objective #15 assessed through performance assessment #3: Examination

C

  6.4           guide students to refine their spelling knowledge through reading and writing;

RDNG 655: The Integrated Literacy Curriculum, Objective #8

Performance Assessment #2: Integrated Literacy Paper

C

  6.5           teach students to recognize and use various spelling patterns in the English language as an aid to word identification; and

RDNG 656:  Language Development, Literacy, and the Young Child

Objective #16 assessed through performance assessment #3: Examination

C

  6.6           employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition.

RDNG 657: Comprehension and the Content Areas  Objective #10

Performance Objective #2 Classroom Writing Materials

C

7.0              Comprehension

The reading professional will be able to:

  7.1           provide direct instruction and model when and how to use multiple comprehension strategies, including retelling;

RDNG 657: Comprehension and the Content Areas  Objective #11

Performance Objective #2 Classroom Writing Materials

C

  7.2           model questioning strategies;

RDNG 657: Comprehension and the Content Areas  Objective #12

Performance Objective #2 Classroom Writing Materials

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #27

Performance Assessment #2 Classroom Writing Materials

C

  7.3           teach students to connect prior knowledge with new information;

RDNG 657: Comprehension and the Content Areas  Objective #13

Performance Assessment #5 Quizzes and Tests

C

  7.4           teach students strategies for monitoring their own comprehension;

RDNG 657: Comprehension and the Content Areas  Objective #14

Performance Assessment #1 Learning Logs

C

  7.5           ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres,  figurative language, and intertextual links; and

RDNG 655: The Integrated Literacy Curriculum, Objective #18

Performance Assessment #3: Literature Circles

RDNG 657: Comprehension and the Content Areas  Objective #15

Performance Assessment #3 Inquiry Writing

C

  7.6           ensure that students gain understanding of the meaning and importance of the conventions of standard written English (e.g., punctuation or usage).

RDNG 655: The Integrated Literacy Curriculum, Objective #9

Performance Assessment #2: Integrated Literacy Paper

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #17

Performance Assessment #3 Inquiry Writing

C

8.0              Study Strategies

The reading professional will be able to:

  8.1           provide opportunities to locate and use a variety of print, nonprint, and electronic reference sources;

RDNG 657: Comprehension and the Content Areas  Objective #16

Performance Assessment#1 Learning Logs

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #16

Performance Assessment #2 Classroom Writing Materials,  #3 Inquiry Writing, #4 Oral Representation

C

  8.2           teach students to vary reading rate according to the purpose(s) and difficulty of the material;

RDNG 657: Comprehension and the Content Areas  Objective #17

Performance Assessment #4 Oral Presentations

C

  8.3           teach students effective time management strategies;

RDNG 657: Comprehension and the Content Areas  Objective #18

Performance Assessment #4 Oral Presentations

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #28

Performance Assessment #2 Classroom Writing Materials

C

  8.4           teach students strategies to organize and remember information; and

RDNG 657: Comprehension and the Content Areas  Objective #19

Performance Assessment #1 Learning Logs

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #13

Performance Assessment #2 Classroom Writing Materials

C

  8.5           teach test-taking strategies.

RDNG 657: Comprehension and the Content Areas  Objective #20

Performance Assessment #4 Oral Presentations and #5

C

9.0              Writing

The reading professional will be able to:

  9.1           teach students planning strategies most appropriate for particular kinds of writing;

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #7

Performance Assessment #13 Inquiry Writing

C

  9.2           teach students to draft, revise, and edit their writing; and

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #2

Performance Assessment #3 Inquiry Writing, #4 Oral Representation

C

  9.3           teach students the conventions of standard written English needed to edit their compositions.

RDNG 655: The Integrated Literacy Curriculum, Objective #6

Performance Assessment #2: Integrated Literacy Paper

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #11

Performance Assessment #3 Inquiry Writing

C

10.0           Assessment

The reading professional will be able to:

  10.1        develop and conduct assessments that involve multiple indicators of learner progress; and

RDNG 655: The Integrated Literacy Curriculum, Objective #23

Performance Assessment #4: Literature Response Strategies

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #19

Performance Assessment #2 Classroom Writing Materials

RDNG 678: Literacy Assessment

Objective #7  Performance Assessment #2 Emergent Diagnosis, #3 Full Diagnosis Capstone Experience, Part One

C

  10.2        administer and use information from norm-referenced tests, criterion-referenced tests, formal and informal inventories, constructed response measures, portfolio-based assessments, student self-evaluations, work/performance samples, observations, anecdotal records, journals, and other indicators of student progress to inform instruction and learning.

RDNG 678: Literacy Assessment

Objective #8  Performance Assessment  #2 Emergent Diagnosis, #3 Full Diagnosis Capstone Experience, Part One

C

 ORGANIZING AND ENHANCING A READING PROGRAM

11.0           Communicating Information about Reading

The reading professional will be able to:

  11.1        communicate with students about their strengths, areas for improvement, and ways to achieve improvement;

RDNG 678: Literacy Assessment

Objective #9

 Performance Assessment #3 Full Diagnosis Capstone Experience, Part One

RDNG 686: Designing Literacy Intervention Programs, Objective #9

Performance Assessment #2 Intervention Program

C

  11.2        communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction;

RDNG 678: Literacy Assessment

Objective #10 

Performance Assessment #3 Full Diagnosis Capstone Experience, Part One

RDNG 686: Designing Literacy Intervention Programs

Objective #10

Performance Assessment #3, Progress Report

Capstone Experience, Part Two

C

  11.3        involve parents in cooperative efforts and programs to support students’ reading and writing development;

RDNG 678: Literacy Assessment

Objective #11

 Performance Assessment #3 Full Diagnosis Capstone Experience, Part One

RDNG 686: Designing Literacy Intervention Programs. Objective #11

Performance Assessment #1 Intervention Program

#2 Progress Report

C

  11.4        communicate information about literacy and data to administrators, staff members, school board members, policymakers, the media, parents, and the community; and

RDNG 686: Designing Literacy Intervention Programs, Objective #12

Performance Assessment #3 Progress Report

Capstone Experience, Part Two

C

  11.5        interpret research findings related to the improvement of instruction and communicate these to colleagues and the wider community.

RDNG 686:  Designing Literacy Intervention Programs, Objective #13

Performance Assessment #3 Progress Report

Capstone Experience, Part Two

B

12.0           Curriculum Development

The reading professional will be able to:

  12.1        initiate and participate in ongoing curriculum development and evaluation;

RDNG 686: Designing Literacy Intervention Programs, Objective #14

Performance Assessment #2 Intervention Program,

C

  12.2        adapt instruction to meet the needs of different learners to accomplish different purposes;

RDNG 655: The Integrated Literacy Curriculum, Objective #22

Performance Assessment #4: Literature Response Strategies

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #18

Performance Assessment #2 Classroom Writing Materials

RDNG 686:  Designing Intervention Programs for Struggling Readers

Objective #15

Performance Assessment #2 Intervention Program

C

  12.3        supervise, coordinate, and support all services associated with literacy programs (e.g., needs assessment, program development, budgeting and evaluation, and grant and proposal writing);

RDNG 686:  Designing Literacy Intervention Programs Objective #16

Performance Assessment

Capstone Experience Part Two

C

  12.4        select and evaluate instructional materials for literacy, including those that are technology-based;

RDNG 686: Designing Literacy Intervention Programs, Objective #17

Performance Assessment #2 Intervention Program

C

  12.5        use multiple indicators to determine effectiveness of the literacy curriculum;

RDNG 686: Designing Literacy Intervention Programs, Objective #18

Performance Assessments #3 Progress Report

Capstone Experience, Part Two

C

  12.6        plan and implement programs designed to help students improve their reading and writing including those supported by federal, state, and local funding; and

RDNG 686: Designing Literacy Intervention Programs, Objective #19

Performance Assessment: Capstone Experience, Part Two.

B

  12.7        help develop individual educational plans for students with severe learning problems related to literacy.

RDNG 686:  Designing Literacy Intervention Programs, Objective #20

Performance Assessment #2 Intervention Program

C

13.0           Professional Development

The reading professional will be able to:

  13.1        participate in professional development programs;

RDNG 695: The Reading Professional,  Obj.#1  Capstone Experience, Part Three

C

  13.2         initiate, implement, and evaluate professional development programs;

RDNG 695: The Reading Professional,  Obj.#2  Capstone Experience, Part Three

B

  13.3        provide professional development experiences that help emphasize the dynamic interaction among prior knowledge, experience, and the school context as well as among other aspects of reading development;

RDNG 695: The Reading Professional,  Obj.#3  Capstone Experience, Part Three

B

  13.4        provide professional development experiences that are sensitive to school constraints (e.g., class size or limited resources);

RDNG 695: The Reading Professional,  Obj.#4  Capstone Experience, Part Three

B

  13.5        use multiple indicators to judge professional growth; and

RDNG 695: The Reading Professional,  Obj.#5  Capstone Experience, Part Three

C

  13.6        model ethical professional behavior.

RDNG 695: The Reading Professional,  Obj.#6  Capstone Experience, Part Three

C

14.0           Research

The reading professional will be able to:

  14.1        apply research for improved literacy;

RDNG 695: The Reading Professional,  Obj.#7  Capstone Experience, Part Three

B

  14.2        conduct research with a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical); and

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #17

Performance Assessment #3 Inquiry Writing

RDNG 695: The Reading Professional,  Obj.#8  Capstone Experience, Part Three

B

  14.3        promote and facilitate teacher- and classroom-based research.

RDNG 695: The Reading Professional,  Obj.#9  Capstone Experience, Part Three

B

15.0           Supervision of Paraprofessionals

The reading professional will be able to:

  15.1        plan lessons for paraprofessionals;

RDNG 695: The Reading Professional,  Obj.#10  Capstone Experience, Part Three

C

  15.2        observe and evaluate paraprofessionals interacting with children and provide feedback to them on their performance;

RDNG 695: The Reading Professional,  Obj.#11  Capstone Experience, Part Three

C

  15.3        provide professional development and training for paraprofessionals; and

RDNG 695: The Reading Professional,  Obj.#12  Capstone Experience, Part Three

B

  15.4        provide emotional and academic support for paraprofessionals.

RDNG 695: The Reading Professional,  Obj.#13  Capstone Experience, Part Three

C

16.0           Professionalism

The reading professional will be able to:

  16.1        pursue knowledge of literacy by reading professional journals and publications; and participating in conferences and other professional activities;

RDNG 695: The Reading Professional,  Obj.#14  Capstone Experience, Part Three

C

  16.2        reflect on one’s practice to improve instruction and other services to students;

RDNG 658:  Reading and Writing and the Inquiry Process    Objective #20

Performance Assessment #1 Learning Logs

RDNG 695: The Reading Professional,  Obj.#15  Capstone Experience, Part Three

C

  16.3        interact with and participate in decision-making with teachers, teacher educators, theoreticians, and researchers;

RDNG 695: The Reading Professional,  Obj.#16  Capstone Experience, Part Three

C

  16.4         support and participate in efforts to improve the reading profession by being an advocate for licensing and certification;

RDNG 678 Literacy Assessment Objective #12  Capstone Experience, Part one

RDNG 695: The Reading Professional,  Obj.#17  Capstone Experience, Part Three

C

  16.5        participate in local, state, national, and international professional organizations whose mission is the improvement of literacy;

RDNG 695: The Reading Professional,  Obj.#18  Capstone Experience, Part Three

C

  16.6        promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction;

RDNG 695: The Reading Professional,  Obj.#19  Capstone Experience, Part Three

C

  16.7        write for publication; and

RDNG 695: The Reading Professional,  Obj.#20  Capstone Experience, Part Three

B

  16.8        make presentations at local, state, regional, and national meetings and conferences.

RDNG 695: The Reading Professional,  Obj.#21  Capstone Experience, Part Three

B