Read Oregon: An Oregon Collaborative for Improvement of K-12 Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

General Advising for ReadOregon Programs


HOME INSTITUTION INFORMATION

Find out about the services you can expect from your "home institution" - academic advising, authorization of literacy certificate or reading endorsement upon successful program completion, periodic email updates, more.

SUMMARY OF PROGRAM REQUIREMENTS

Requirements for the 12-credit Classroom Teacher Literacy Certificate comprise half of the requirements for the reading endorsement.
    ReadOregon Classroom Teacher Certificate of Literacy - 12 credit program
    • Literacy Strategies & Methods - 3 credits required
    • Literacy for Diverse Learners - 3 credits required
    • Electives - 6 credits
      (All literature courses are electives. Students can also choose courses in other thematic areas that meet their needs.)

    ReadOregon Reading Endorsement - 24 credit program
    • Literacy Foundations - 3 credits required
    • Literacy Strategies & Methods - 3 credits required
    • Literacy for Diverse Learners - 3 credits required
    • Literacy Assessment - 3 credits required
    • Leadership in School Reading Programs - 3 credits required
    • Practicum - 3 credits required
    • Electives - 6 credits
      (All literature courses are electives. Students can also choose courses in other thematic areas that meet their needs.)

    ReadOregon Reading Endorsement for Teachers with Oregon Basic or Standard Licenses Only - 15 credit program
      TSPC allows teachers with Oregon Basic or Standard teaching licenses to use the previous rules for obtaining a reading endorsement, which require the candidate to pass the Praxis II reading specialist exam and complete a university supervised practicum. Candidates then apply directly to TSPC with evidence of these two accomplishments.

      Three of the five ReadOregon universities (EOU, OSU, and WOU) will allow teachers into the literacy practicum with a prerequisite of 12 recent graduate-level literacy credits including 3 credits in literacy assessment and 3 credits in literacy leadership. Portland State University also requires 3 credits in literacy foundations. Southern Oregon University requires that all candidates complete the full 24 credit reading endorsement program.

SCHEDULE OF READ OREGON COURSES

Here is an extended schedule of ReadOregon courses sorted by thematic area so that you may be able to better plan your program.

PROGRAM COMPLETION FORMS

Here are program completion forms to help plan your program. The requirements for the 12-credit Literacy Education Course of Study certificate are embedded in the 24-credit Reading Endorsement, so that certificate holders may move seamlessly into the Reading Endorsement program. If you have more credits than you need in a required thematic area, you can use these credits as electives. A few courses fit into two thematic areas, so you can use them in either area (or as electives).

THEMATIC AREAS OF READ OREGON COURSES

Courses with a brief course description and faculty author name(s) are being offered through ReadOregon. These courses are linked to a course description. The majority of the remaining courses/modules will be developed, but not all. Other courses developed for distance delivery by one of the five participating universities and that "cross-walk" or are generally equivalent to READ courses may also be used to fulfill ReadOregon program distributions. Please see an advisor at your home institution when planning your program.

LITERACY FOUNDATIONS (3 credits required for endorsement)
READ 512 Foundations of Literacy: ECE/Elementary (3 cr) (EOU)
This introductory graduate course introduces teachers to the foundations of literacy. Learners will explore the factors that influence literacy learning and analyze core understandings about the nature of reading. They will be introduced to consensus research findings and learn how these are translated into best practices in the classroom.
READ 513 Foundations of Literacy Development: Middle/High (3 cr) (EOU)
This course introduces teachers to the foundations of literacy for middle and high school students. Learners will explore the factors that influence literacy learning and analyze core understandings about the nature of reading and reading for understanding in the content areas. Students will explore the variety of ways that students learn and will create a variety of meaningful classroom literacy activities, materials, and resources.
READ 514 Linguistics for Teachers: ECE/Elementary (3 cr) (WOU)
This course is designed to help participants understand linguistic properties that are the foundation for beginning reading and writing. By knowing this information, participants will be able to use instructional programs with flexibility and confidence and in turn give their students understanding of language to read and communicate well.
READ 514 Linguistics for Teachers, K-12 (3 cr) (EOU)
This introductory course introduces the graduate student to the structure and functions of English. Course participants will analyze the underlying grammatical system of English at the phoneme, word, and text levels. Learners will demonstrate their knowledge of how language change influences the rise of dialects within a given language and the creation of new languages over time. Learners will engage in a comparative analysis of the linguistic features of several world languages, collect and analyze different speech samples in English, and prepare a series of lesson plans aimed at helping specific learners analyze authentic English language and usage related to a selected content area.
READ 515 ECE Foundations of Literacy Development (3 cr) (SOU)
This course examines the process of early language development and the emergence of literacy focusing on the first eight years of life. The course studies literacy development within diverse contexts and the influence of individual, cultural, linguistic, ethnic, and racial differences as well as abilities/disabilities. It considers ways of promoting language and literacy development, including the selection and use of activities and materials suitable for the facilitation of early literacy.
READ 518 Language and Literacy Development (3 cr)
Students will examine the connection between oral language acquisition in early childhood and the development of reading and writing skills, to make informed decisions when choosing instructional strategies that integrate the development of these skills. Topics include: 1) foundations of language development in the brain; 2) connections between early oral language competence and emergent literacy development; 3) development of phonological skills, grammatical knowledge, vocabulary, comprehension, and writing; and 4) individual differences in language and literacy development. Students will discuss relevant language and literacy research throughout the course.
READ 519 Language Study for Teachers (linguistics) (3 cr) (PSU)
This course will provide some foundation knowledge in linguistics important for literacy teachers. Topics include fundamentals in phonetics and phonology: morphology; syntax; semantics; pragmatics and language use in society; and classroom discourse. Teachers will gain important knowledge in the above areas to facilitate their instructional planning and delivery in phonics instruction, vocabulary development, sentence structure, word meaning and choice in comprehension, questioning strategies, and textual structure.
ED 560 Foundations for Literacy Learning: K-12 (3 cr) (EOU)
An introductory graduate course exploring the theory and research on which literacy learning is based. Course focuses on organization, personnel, management, and evaluation of comprehensive reading programs K-12 at classroom, school and district levels. Implementation and administrative issues are also included.
ED 561 Emergent literacy (3 cr) (EOU)
Course includes family and home literacy, preschool literacy, kindergarten and primary grade literacy curriculum and instruction for ages 3 - 8. This course is designed to provide teacher-learners with the opportunity to follow the development of beginning readers and writers through the preschool and primary grade years. The nature of instructional scaffolding that can be provided by families, caregivers, and teachers is designed to match the traits of the emergent reader and writer.
ED 562 Literacy in the Elementary Grades (3 cr) (EOU)
This course is a survey of elementary literacy programs as well as principles of motivation in literacy learning, major reading strategies and their variants, guided reading, reading/writing connections, and the role of basal programs.
TCE 599 Reading for Gifted Learners, K-12 (3 cr) (OSU)
This course examines the theory and practice of curriculum development and pedagogy in reading instruction specific to talented and gifted learners (TAG).

LITERACY STRATEGIES & METHODS (3 credits required for certificate, endorsement)
READ 530 Reading/Composition in Content Areas, Gr 5-12 (3 cr) (PSU)
Learners will explore literacy strategies in order to guide their students in acquiring skills needed for adequate reading, thinking, writing, and study in content areas. Emphasis is on the functional teaching of reading and writing including designing and preparing materials to use with curriculum materials in all school subjects.
READ 531 Teaching the Struggling Adolescent Reader (3 cr) (PSU)
This course is for middle and high school teachers who want to experience hands-on teaching and learning strategies for improving motivation and learning in the core subject areas. As part of a collaborative effort, teachers will work with each other to develop tutoring plans and activities in curriculum materials to be used in teaching struggling readers in their own classrooms.
READ 531 Teaching Struggling Adolescent Readers (3 cr) (EOU)
This course is designed to help teachers to develop an understanding and teaching repertoire that will allow them to effectively assist adolescent learners who struggle with literacy and to empower teachers to help all their students reap the benefits that accompany strong literacy skills.
READ 532 Writing Across the Curriculum, Gr 5-12 (3 cr) (PSU)
Learners will explore instructional strategies in order to guide their students in acquiring writing skills in content areas. Emphasis is on the functional teaching of writing including designing and preparing materials to use with curriculum materials in all school subjects.
READ 536 Teaching Phonics and Word Study (1 cr) (EOU)
This course examines recent research regarding knowledge about how to include word study in a primary/elementary classroom. A specific goal is to increase knowledge about how to teach students to become word solvers. Students will in turn learn to use tools they need to approach new words that are embedded in texts they read and occur in the texts they write. Topics will include phonemic awareness, letter names/sounds, phonics, word walls, and spelling patterns. Many instructional strategies to reach this goal will be examined.
READ 541 Literacy and the Internet (3 cr) (WOU)
Learners will explore use of the Internet and other computer technologies to increase effective literacy teaching and learning. Learners will develop multiple strategies for upper elementary and middle/high school students that will enable these students to structure and guide their own content area learning and recognize the advantages and limits of electronically mediated learning. Topics include: elements of media literacy; pedagogy of the Internet; computer-supported discovery learning; design of hyperlinked-learning; metacognition and the structure of knowledge; constructivist methods of learning with technology; use of discussion forums with middle/high school students; student publications on the Internet, more.
READ 542 Reading Specialist Praxis Preparation (1 cr) (EOU)
This course reviews the material most often appearing on the Praxis II Reading Specialist exam. Students will increase their reading-related vocabulary, comprehend the necessary strategies, and create an individualized study plan to prepare for the Praxis II Reading Specialist Examination.
CI 510/
READ 533
Boy Readers/Boy Writers, K-8 (3 cr) (PSU)
Boy readers and boy writers can be guided to love the story experience through books and personal writing! Boy's passion for non-fiction and informational text can be promoted and encouraged in literacy settings. Update your current knowledge on gender differences in brain structure and learning preferences. Examine cultural expectations that contribute to boy's attitudes toward the written word. Refine your teaching practices to allow boys appropriate choice and a chance at success. Familiarize yourself with literature favored by boys, including websites that can guide you through selection.
ED 561 Emergent literacy (3 cr) (EOU)
Course includes family and home literacy, preschool literacy, kindergarten and primary grade literacy curriculum and instruction for ages 3 - 8. This course is designed to provide teacher-learners with the opportunity to follow the development of beginning readers and writers through the preschool and primary grade years. The nature of instructional scaffolding that can be provided by families, caregivers, and teachers is designed to match the traits of the emergent reader and writer.
ED 562 Literacy in the Elementary Grades (3 cr) (EOU)
This course is a survey of elementary literacy programs as well as principles of motivation in literacy learning, major reading strategies and their variants, guided reading, reading/writing connections, and the role of basal programs.
ED 563 Literacy in Content Areas, Gr. 4-12 (2 cr) (EOU)
This course covers the teaching of reading and writing within a specific discipline (4-12). The course is based on general knowledge about reading but extended to meet the needs within a specific content area discipline of a student's choice. Students will study the background of literacy education, second language and cultural challenges in literacy education, literacy lesson planning, vocabulary, guiding student reading and student outcomes, reinforcing and extending reading and learning, and literacy techniques for enhancing understanding and attitudes.
ED 567 Spelling Matters (2 cr) (EOU)
Developmentally appropriate classroom practices in the teaching of spelling based on theory and research on learning to spell and the nature of English spelling are covered. Intended to develop knowledge of the principles underlying how children learn to spell and the developmental stages through which learning progresses occur in order to design spelling programs that work. Requirements include working with children (preferably in a classroom setting).
ED 581 Literacy in Middle/High Schools (3 cr) (EOU)
Course focuses on principles of successful literacy programs for all students in the middle school and high school and specifics on working with students at these levels who have not yet found success in literacy.
TCE 544 Literacy and Reading Curriculum Design (3 cr) (OSU)
This course examines the theory and practice of curriculum development and related pedagogy in reading, including its integration in the content areas. Included are the study of literacy foundations, culture, development, planning and organization, teaching heuristics, special needs and assessment. In part, students choose an issue to investigate either individually or as a small group project.
TCE 593 Reading/writing in middle & high schools (3 cr) (OSU)
This course is focused on teaching literacy across the content areas, with particular attention to the application of skills that support Oregon's academic content standards and assessment systems. The class is designed to assist educators in identifying modes of communication and integrating instruction and assessment that support students' work to meet standards and to communicate effectively in school, community, and work.
TCE 599 Reading for Gifted Learners, K-12 (3 cr) (OSU)
This course examines the theory and practice of curriculum development and pedagogy in reading instruction specific to talented and gifted learners (TAG).

LITERACY FOR DIVERSE LEARNERS (3 credits required for certificate, endorsement)
READ 551 Literacy Instruction for Special Needs Students (3 cr) (PSU)
This course is designed to prepare effective and reflective teachers in language and literacy instruction for students with special needs. Special needs students are those who approach literacy learning in some unique and particular ways reflective of their physical, cognitive, and learning interests and challenges. In this course, participants will explore multiple perspectives, practices, and methodological approaches to literacy instruction that is research-based, and proven effective to promote literacy development of special needs students.
READ 554 Literacy Instruction Strategies for ELL Students (3 cr) (PSU)
This course provides some foundational strategies for working with second language learners. In particular, this course covers the following topics:
1) Language and cognitive development and its implications in planning effective instructional activities with ELL students; 2) Principles of effective instruction for working with ELL students in a mainstream classroom; 3) Reading and writing instruction strategies; and 4) Strategies in designing appropriate assessment for English language learners.
READ 556 Literacy and Cultural Competence (3 cr) (WOU)
Learners will discover how culturally sensitive teaching increases student efficacy and success. Learners will explore strategies of K-12 literacy development through the application of culturally responsive methods of teaching and learning. Topics include: bias in the curriculum and in the classroom; psychological and educational issues in working with culturally different students; ecology of indigenous education; student efficacy; literacy strategies successful with culturally different students, e.g., participatory learning, oral methods, moving from storytelling to story writing, small group methods, capitalizing on learning styles, incorporating multicultural literature, more.
READ 575 Literacy Assessment of ELL Students (3 cr) (EOU)
This course will provide students with a firm foundation in second language assessment. This will include, but not be limited to, an understanding of the various assessment techniques for use in the classroom as well as the use of published tests for the purposes of placement and monitoring of ELL students.
ED 545 Foundations of Second Language Education (3 cr) (EOU)
This course is an introduction to the theory and practices of second language education and the history of second language education in the United States. Students will become familiar with: 1) current issues and problems in the field of second language education, 2) federal legislation and court cases as they relate to minority stu-dents, and 3) different models of second language education programs. There will be a strong emphasis on literacy education and culturally responsive pedagogy for second language learners.
ED 548 2nd language and ESOL strategies (3 cr) (EOU)
This seminar course is designed to assist practicing teachers in development and practice of research-based strategies for meeting the needs of second language learners in the mainstream classroom. Effective methods of teaching both the English language and regular curriculum objectives are the main focus of the course, with a special emphasis on learning to read, write, and speak English in mainstream classroom.
SPED 510 Intensive Reading Intervention (3 cr) (PSU)
This is an advanced course for teaching reading to students with moderate to severe difficulties in learning to read. The course will focus on evidence-based reading intervention within a Response to Intervention (RTI) framework.
SPED 510 Literacy in the Content Areas for the Adolescent Learner-at-Risk, Gr 7-12 (3 cr)
This 3-credit graduate course is designed to prepare teachers in reflective and effective literacy instruction for adolescent students with special needs. Adolescence is a time when students are exploring who they are and how school fits in with their developing identities. This quest is complicated with perceptions of peers, relationships with family and friends, and concerns regarding the future. Students with special needs are challenged to an even greater degree, frequently entering middle and high schools lacking the base level of reading skills necessary to be able to comprehend, let alone decode, content area reading material. Since an integral part of adolescent identity and identity construction involves how an individual views himself or herself as a learner, how do we as classroom teachers meet the needs of adolescents who lack the literacy skills necessary to become successful students and adults?

LITERACY ASSESSMENT (3 credits required for endorsement)
READ 570 Classroom Assessment and Reading Instruction (3 cr) (SOU)
This course provides teachers an understanding of issues related to reading instruction and assessment. Practicing educators will be provided research-validated strategies and assessment tools to inform instruction, meet the needs of individual learners, and develop an understanding of the issues related to effective reading instruction. A major focus of this course is the integral relationship between informal classroom assessments and effective instructional strategies within the context of a balanced reading approach.
READ 571 Principles/Methods of Diagnosis & Assessment (3 cr) (PSU)
This course focuses on: 1) Literacy theory (review/overview of the psychological, sociological, and linguistic foundations of reading processes and instruction, including developmental stages of literacy); 2) Psychometrics (the science of measurement in the social sciences); 3) Measures of reading proficiency and reading achievement (with specific examples of standardized reading measures and discrete-point reading proficiency measures); 4) Authentic literacy assessment (with specific examples of authentic reading assessment tasks); 5) Literacy assessment and students with special needs (English language learners, students with learning disabilities, talented and gifted students); and 6) Test ethics and how assessment results are used (includes communication with various stakeholders).
READ 572 Reading Assessment: ECE/Elementary (3 cr) (SOU)
This course examines varieties of assessment of early reading and literacy focusing on early childhood through elementary school. The course studies current reading assessment approaches to children within diverse contexts and the influence of individual, cultural, linguistic, ethnic, and racial differences as well as abilities/disabilities. It also considers ways of sharing meaningful assessment information on reading to identify children in need of prevention and intervention planning in collaboration with other educators and family members.
READ 574 Reading Assessment: Middle/High (3 cr) (EOU)
Upon completion of this course, the student will: 1) be able to make informed and critical use of literacy tests, assessments and their data; 2) demonstrate knowledge and application of assessment concepts, principles and processes in regards to literacy behaviors; 3) demonstrate knowledge of appropriate and inappropriate uses of various kinds of literacy assessments, including their strengths and limitations; 4) demonstrate knowledge and application of principles and procedures of authentic assessment of literacy behaviors, with the emphasis on classroom-based assessment; and 5) be able to apply observational skills developed in the contexts of formal and informal assessment to the observation of literacy behaviors in non-assessment contexts.
READ 575 Literacy Assessment of ELL Students (3 cr) (EOU)
This course will provide students with a firm foundation in second language assessment. This will include, but not be limited to, an understanding of the various assessment techniques for use in the classroom as well as the use of published tests for the purposes of placement and monitoring of ELL students.
READ 576 Miscue Analysis (1 cr) (EOU)
Advanced study of miscue analysis for assessing students' reading strategies; includes the development of instruction related to information from the miscue analysis. NOTE: This course is taught in an intensive weekend face-to-face format each summer.
CI 510 Reading and Writing Assessment (3 cr) (PSU)
ED 565 Techniques of Literacy Assessment for the Classroom Teacher (2 cr) (EOU)
This course is grounded in theory and research, but it is above all, a practical course. Assessment is viewed as a part of the learning cycle. The course specifies in careful detail how to assess students and how to use assessment results to provide effective instruction. The emphasis in the course is on teaching students strategies that they can use independently for improving word recognition, vocabulary knowledge, comprehension, reading in the content areas, writing, spelling, and study skills.
ED 566 Literacy Assessment Practicum (1 cr) (EOU
ED 582 Techniques of Diagnosis/Instruction for Reading Specialists (3 cr) (EOU)
Specific strategies that are appropriate in small group and individualized diagnosis and instruction for students with special needs in learning to read; more advanced diagnosis than for the classroom setting.

LEADERSHIP IN READING PROGRAMS (3 credits required for endorsement)
READ 580 Leadership in School Literacy Programs (3 cr) (WOU)
This course has the following purposes: 1) to understand the role of the reading specialist as a teacher and school literacy leader, 2) to understand how develop curriculum, 3) to understand the role of coach, supervisor, and professional developer, and 4) to understand the role of a reading advocate for all students.
READ 580 School Reading Program Leadership (3 cr) (PSU)
Emphasis in this course is on the functional planning, organization and management of classroom and school wide reading programs. The assignments are designed to be meaningful to you as a developing reading specialist. You will access professional literacy organization materials, develop a personal vision of literacy, explore the many roles of a literacy leader, and develop a literacy action plan for your school.
READ 581 Action Research in Literacy Leadership (3 cr) (SOU)
The purpose of this course is to develop the educator's knowledge and skills in teacher research to assist them in becoming literacy leaders. Students will learn how to use action research as a reflective tool in assessing the effectiveness of their literacy instruction/school literacy programs in relationship to student learning outcomes. Students will develop an action research proposal to address a literacy need in their schools or classrooms and which may also be appropriate for submission to grant agencies for funding.
READ 582 Reading Leadership in Middle & High Schools (3 cr) (PSU)
This course is designed for administrators and teachers who have leadership roles in middle and high schools. Participants will explore ways to improve reading achievement in their schools by identifying the school's existing strengths, applying current research and practice, and creating an action plan.
ED 568 School Reading Programs (3 cr) (EOU)
Characteristics of outstanding reading programs; problem-solving in curriculum and instruction within a school and district context; and role of all stakeholders in literacy including school personnel, parents, public, press, and politicians are presented.
ED 569 Issues & Research in Literacy (2 cr) (EOU)
Ed 569 is an online seminar providing a synthesis of research and current practices in literacy education. Issues are selected based on current public, political and professional trends.

LITERATURE (All literature courses are elective)
READ 590 Children's Literature, preK-5 (3 cr) (SOU)
This course is designed for learners to interact with a wide variety of children's literature that includes a representation of ethnic and cultural diversity. In so doing, learners will share books and book related experiences with children. Learners will focus on current and traditional works as well as authors and illustrators of books for children at the early childhood and elementary level. In addition, learners will explore instructional strategies for using literature to teach reading and content subjects in the classroom.
READ 591 Young Adult Literature (3 cr) (WOU)
This course has three purposes: 1. to understand the history of adolescent literature and the variety of quality books available; 2. to understand how to use them for optimal experiences in a classroom; and 3. to understand the development and culture of the adolescent.
READ 594 Young Adult Literature (3 cr) (EOU)
This introductory graduate course introduces teachers to the world of adolescent literature. Theoretical concepts and practical aspects will be explored.
READ 595 Multicultural Literature, K-12 (1 cr) (EOU)
This 1-credit course offers a workshop approach to enhancing teachers' ability to locate, evaluate, and incorporate quality multicultural literature into their grade-level curriculum. Learners will read and explore selected fiction, poetry, and non-fiction works by noted contemporary authors in the realm of multicultural literature. Learners will familiarize themselves with new authors and titles, explore activities that introduce students to multicultural literature, and develop resource lists for their own classrooms and school libraries.
ED 564 Literature in Literacy Programs (3 cr) (EOU)
This course is designed to enhance the classroom teacherís knowledge about the rationale for using childrenís literature in the literacy program, to provide a greater awareness of the qualities of childrenís literature, and to familiarize the teacher with instructional strategies for using childrenís literature in the literacy program.
LIB 510 Autism in Literature, K-12 (3 cr) (PSU)
Learn how Autism Spectrum Disorder affects written communication. Read and study a variety of works by people (including children and young adults) with autism and Asperger's Syndrome including autobiography, biography, short fiction, the novel, poetry, and fairy tales. Presenting literature by authors with disabilities is important: children who are on the spectrum can learn more about others who share their struggles and talents; neurotypical children can learn more about an "invisible" disability that likely affects someone they know at school. Teachers and other professionals who work with ASD students will be better prepared to assign and teach literature by authors with ASD and will also be able to respond more appropriately to writing by students with ASD upon completion of this course.
LIB 528 Children's Literature, K-5 (3 cr) (PSU)
An introduction to children's literature for educators. Students will read from a variety of categories and book genres appropriate for children in grades K-5. Emphasis is on the characteristics, responses and appeals of a broad range of quality literature to encourage children to experience the pleasures of reading.
LIB 532 Multicultural Children's & Young Adult Literature (3 cr) (PSU)
The purpose of this course is to expose students to a variety of multicultural children's and young adult literature. Students will read a variety of literature across cultures found within the United States and across multiple grade levels.
LIB 533 Global Literature, K-12 (3 cr) (PSU)
An introduction to global literature for use at the elementary, middle, and high school levels. An overview of contemporary children's and young adult literature set in either the present or historical periods in countries around the world. Emphasis is on the identification, reading, discussion, and utilization of various genres that support the curriculum in schools.
LIB 592 Contemporary Children's and Young Adult Literature (3 cr) (PSU)
This course involves an analysis and study of contemporary children's and young adult literature as well as a study of trends and styles in modern literature. It includes picture books, fiction, and nonfiction featuring contemporary authors and illustrators who are dominating the 21st century literary landscape.

PRACTICUM  90 clock hours of school- or district-based practicum are required for the endorsement.
READ 509
TCE 509
ED 583
ED 609
Supervised Literacy Practicum (3 credits)
The home institution guides the practicum and recommends the teacher for the reading endorsement. The practicum is carried out in schools and/or districts and consists of reading endorsement candidates working directly with students, other faculty, administrators, and the school community to fulfill various roles of the reading specialist.

FREQUENTLY ASKED QUESTIONS

Answers to other frequently asked questions about the ReadOregon programs, e.g., mixing ReadOregon and campus-based literacy courses, ReadOregon and campus master's programs, etc.


ReadOregon is a consortium of five Colleges/Schools of Education of the Oregon University System
in cooperation with OUS Departments of Distance and Continuing Education.
The ReadOregon programs were developed with grant funds from the
Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Dept. of Education
Ongoing funding for ReadOregon is being provided by The Teaching Research Institute, Western Oregon University.

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