The Reading and Literacy Added Authorization (RLAA) prepares individuals to take a leadership role at the school site and emphasizes work with students who experience difficulties with reading. RLAA teachers assist and support other classroom teachers, assess student progress, and monitor student achievement while providing instruction and intervention. They also play a consultative role in materials and program selection at the district and may take leadership responsibility within the realm of the school site. The Added Authorization is the first part of a continuum of services to students and teachers in the area of reading and language arts.
A preliminary teaching credential is required for admission if you want to pursue the Added Authorization. A teaching credential is not required for admission to the concentration in Reading and Language otherwise. Three years of teaching experience is required to file with the Commission on Teacher Credentialing for the Added Authorization, but you do not have to have completed the three years to begin the program.
Developing a Personal and Professional Model of Literacy: The graduate courses in reading and language enable candidates to deepen their professional knowledge in literacy with a focus on multi-modal literacies grounded in researched-based literacy approaches, assessment and the foundational and current research in the field.
Candidates develop a comprehensive set of strategies for promoting fluent reading and comprehension, planning and delivery of literature-based reading curriculum, and assessment-based intervention and instruction. Candidates also explore the research and practices in multi-modal literacies.
- EDCT 552: Educational Technology Praxis (3 units)
- EDRL: 524 Literature and Literacy (3 units)
Students take part in an integrated investigation of literacy research/theories/beliefs/practices aimed at developing a working understanding and reflective stance for each of these themes through in-depth case studies of English language learners. The breadth and depth of the themes ensure that candidates examine and understand the nature of fluent reading and comprehension, assessment approaches, planning and delivery of reading intervention and instruction, and best practices in assisting classroom teachers of English-only and English language learners. Focused field experiences and assessment that lead to purposeful reading instruction permeate these courses.
EDRL 521A: Language Development in First and Second Languages (3 units)
- EDRL 522: Assessment and Teaching in Reading and Language Arts 3 (3 units)
Summer course and program fieldwork
For the RLAA an observed practicum is required. The program ensures that candidates work at field sites where the instructional approaches and methods are consistent with a balanced, comprehensive program of reading and literacy instruction. Clinical fieldwork is conducted in the Summer Reading and Writing Academy. The Academy includes on-going guidance, assistance, and feedback by the professor and Academy Director to ensure that candidates demonstrate the knowledge and skills of an expert Reading and Literacy teacher.
EDRL 527A: The Summer Reading and Writing Academy--Clinical Field Experience in Reading and Language Arts (3 units)
In the Summer Reading and Writing Academy, candidates evaluate the culture of literacy at a classroom, grade or school level, and identify how it supports or impedes students’ literacy development. Candidates use that information and current research and theories on reading and literacy development, including first and second language development, to develop a plan of action to strengthen the literacy skills of a group of public school learners to support their literacy learning.