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 consists of four online 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 in literacy research, pedagogy, policy and essential concepts of diversity and equity as you engage in reflective assignments designed to help you create comprehensive literacy instruction/curricula accessible to all learners. Throughout the course, you will examine literacy instruction and learning environments using an equity lens to ensure all learners including those with ethnic, cultural, gender, linguistic, socio-economic differences have access to high-quality and research-based instruction. You will also engage in critically reflective practices to develop 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 instructional decision-making process 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 develop professional content knowledge for the teaching of writing by exploring the different stages of writing development. A specific focus of the course includes how students’ home language, background knowledge, instructional practices, analysis of assessment data, 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 research-based 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/district. The course will conclude with you producing a Professional Dossier that catalogues your learning and your students’ achievement throughout the duration of 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: