Led and taught by Madeleine Mejia, EdD this program will help you:

  • Plan, evaluate and implement K-12 Reading/Language Arts programs effectively
  • Diagnose reading difficulties using a battery of assessments to identify students’ reading needs
  • Design comprehensive instructional plans to remediate reading instruction
  • Create a Professional Dossier that catalogues your literacy expertise
  • Develop lifelong access to USC – as part of the Trojan Network, you will have access to resources and support, even after program completion


The program is made up of four courses taken over two semesters.

Term 1 – Fall

Provides you with the theoretical understanding to diagnose, plan and select appropriate and effective literacy instruction.

Foundations of Reading Instruction – You will develop expertise of literacy research, pedagogy, policy and essential concepts of diversity and equity as you engage in reflective assignments that help you create comprehensive literacy instruction/curricula accessible to all learners. You will examine literacy instruction and learning environments through an equity lens to ensure all learners including those with ethnic, cultural, gender, linguistic, socio-economic differences have access to research-based instruction. You will also become a critically reflective professional by analyzing and critiquing best practices for English speakers and English language learners and developing an in-depth understanding of how to use reading strategies and instruction across reading profiles.

Diagnosis of Reading Disabilities – You will focus on theoretical, social and practical considerations regarding the causes and classification of reading difficulties within school environments. You will learn how to properly diagnose students’ literacy needs using a comprehensive approach that will help you determine the appropriate instruction required. Through guided reflections and written analysis of data, from assessments and students’ perspectives, you will develop expertise in how to use data to discover useful information that will support your decision-making as a reading teacher.

Term 2 – Spring

Provides you with the skills and competencies to design and provide instruction tailored to students’ literacy needs.

Teaching Writing: Research to Practice – You will increase your understanding of writing and language arts classroom instructional strategies and interventions to develop a professional knowledge for the teaching of writing. The different stages of writing development are explored focusing on how students’ home language, background knowledge, instruction, assessment, and interdisciplinary approaches support the development of proficient writers. Different writing methods, types of writing, modalities and technologies will be studied to help you create and implement curriculum that embeds writing across the disciplines.

Remediation of Reading Disabilities – You will learn how to design instruction that is specifically tailored to your students’ literacy needs. Using a problem-solving process to re-mediate students’ reading needs and different instructional methods, you will learn how to develop students’ metacognitive and self-regulatory skills to meet higher levels of literacy demands. Informed by the other three courses in the program, you also create a literacy leadership plan to address an identified need for your school/clinic. The couse will conclude by you produce a Professional Dossier that catalogues your learning and your students’ achievement throughout the program.

Continuing Education Units

CEU credits are available for this program if you complete all modules and requirements. CEUs are recognized nationwide as a standard measurement of an Individual’s continuing education activity and serve as a permanent documentation of your professional development coursework and are presented in the form of a University transcript.

USC Reading Certificate Program (Added Authorization) is Approved by:

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