Florida Reading Certification K-12

The expectations for Reading Certification in Florida are organized into nine competency areas. Below, you’ll find professional development resources related to each competency.

Overview

Resources

VIDEO: “What is the Science of Reading?” by Holly Lane

ARTICLE (pdf): “Learning to Read: A Primer (Part 1)” by the Center for Early Reading

ARTICLE (pdf): “Learning to Read: A Primer (Part 2)” by the Center for Early Reading

ARTICLE (pdf): “Ending the Reading Wars: Reading Acquisition From Novice to Expert” by Anne Castles, Kathleen Rastle, and Kate Nation

ARTICLE (pdf): “Teaching Reading Is Rocket Science, 2020″ by Louisa C. Moats

ARTICLE (link): “Reading 101: A Guide to Teaching Reading and Writing” by Reading Rockets

ARTICLE (pdf): “Research Supporting Foundational Skills in Reading” by Student Achievement Partners

Competency 1: Knowledge of research and theories of reading processes (10% of questions)

Skills

Identify characteristics and sources of valid reading research.
Identify foundational theorists and differentiate among theories of reading processes and development.
Relate instructional applications to theories of reading processes and development.

Resources

VIDEO: “Theories About Reading” by Holly Lane

ARTICLE (pdf): “The ABCs of Evidence-Based Practice for Teachers” by Allison G. Kretlow and Sharon L. Blatz

ARTICLE (pdf): “Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research to Make Curricular and Instructional Decisions” by Paula J. Stanovich and Keith E. Stanovich

HANDOUT (pdf): “Theories of Reading” by University of Florida Literacy Institute

Competency 2: Knowledge of text types and structures (10% of questions)

Skills

Identify text structures and text features of literary and informational texts.
Differentiate among the characteristics, features, and elements of various literary and informational genres and formats of texts for reading and writing.
Evaluate and select appropriate texts to reflect and support the backgrounds of diverse learners while matching texts to student interest.
Determine criteria for evaluating and selecting both print and nonprint texts for instructional use.
Evaluate and select texts at appropriate reading levels and text complexity for diverse learners.

Resources

ARTICLE (pdf): “Text Complexity Systems: A Teacher’s Toolkit” by Elfrieda H. Hiebert

ARTICLE (pdf): “Why Children Should Be Taught to Read with More Challenging Texts” by Timothy Shanahan

ARTICLE (link): “Implementing the Text Structure Strategy in Your Classroom” by Kausalai (Kay) Wijekumar and Andrea L. Beerwinkle

Competency 3: Knowledge of reading assessment and evaluation (10% of questions)

Skills

Differentiate among characteristics of norm-referenced, criterion-referenced, and performance-based assessments used for screening, diagnosis, progress monitoring, and outcomes.
Evaluate and select appropriate oral and written assessment instruments and practices using continuous text for monitoring individual student progress.
Analyze and interpret data from multiple informal and formal reading and writing assessments to guide whole-group instruction.
Analyze and interpret student data from multiple informal and formal reading and writing assessments to differentiate instruction and develop individual student goals for diverse learners.
Identify characteristics of students at varying reading levels.

Resources

VIDEO: “Fundamentals of Literacy Assessment” by Holly Lane

ARTICLE (pdf): “Decisions, Decisions, Decisions: Using Data to Make Instructional Decisions for Struggling Readers” by Marissa J. Filderman and Jessica R. Toste

ARTICLE (link): “Assessment: In Depth” by the Center for Effective Reading Instruction and the International Dyslexia Association

ARTICLE (link): “Early Reading Assessment: A Guiding Tool for Instruction” by The Assessment Center

Competency 4: Knowledge of learning environments and procedures that support reading (10% of questions)

Skills

Apply appropriate grouping practices for specific instructional purposes in reading.
Determine appropriate procedures and delivery methods to integrate speaking and listening, reading, writing, and viewing for diverse learners across content areas.
Evaluate and select techniques for encouraging motivation and promoting positive attitudes of diverse learners toward academic and personal reading.
Apply appropriate instructional methods to integrate technology, support student-centered learning, and establish an information-rich environment.
Determine organizational and classroom management practices for multiple reading programs to support diverse learners.
Evaluate and select methods of prevention and intervention for students who have not mastered grade-level language arts standards.

Resources

ARTICLE (pdf): “Assistive Technologies to Support Students with Dyslexia” by Kara Dawson, Pavlo Antonenko, Holly Lane, and Jiawen Zhu

ARTICLE (pdf): “Maximizing the Effectiveness of Reading Aloud” by Holly B. Lane and Tyran L. Wright

Competency 5: Knowledge of oral and written language acquisition and beginning reading (11% of questions)

Skills

Identify the concepts related to oral and written language acquisition.
Identify the concepts related to beginning reading.
Apply instructional methods for developing oral language, phonological awareness, concepts of print, alphabet knowledge, and written language development.

Resources

VIDEO: Language Acquisition by Holly Lane

ARTICLE (pdf): “Preventing Reading Failure: Phonological Awareness Assessment and Instruction” by Holly B. Lane, Paige C. Pullen, Mary R. Eisele, and LuAnn Jordan

ARTICLE (pdf): “Syntax Development in the School-Age Years: Implications for Assessment and Intervention” by Nickola Wolf Nelson

ARTICLE (pdf): “The Role of Phonemic Awareness in Learning to Read and Spell Successfully” by Joanna K. Uhry

HANDOUT (pdf): “Language Development Milestones” by National Institute for Child Health and Human Development

Competency 6: Knowledge of phonics and word recognition (12% of questions)

Skills

Identify the concepts related to word recognition development.
Apply instructional methods for developing phonemic awareness and phonics knowledge for diverse learners.
Apply instructional methods for developing word-analysis skills for decoding and encoding monosyllabic and multisyllabic words for diverse learners.
Apply instructional methods for promoting the recognition of high frequency words, sight words, and irregularly spelled words for diverse learners.

Resources

VIDEO: “Teaching Kids to Read Big Words” by Holly Lane

ARTICLE (pdf): “Combining Phonological Awareness and Word Recognition Instruction” by Benita A. Blachman, Darlene M. Tangel, Eileen Wynne Ball, and Rochella Black

ARTICLE (pdf): “Meeting the Challenges of Early Literacy Phonics Instruction” by the International Literacy Association

ARTICLE (pdf): “How Words Cast Their Spell: Spelling is an Integral Part of Learning the Language, Not a Matter of Memorization” by R. Malatesha Joshi, Rebecca Treiman, Suzanne Carreker, and Louisa C. Moats

ARTICLE (pdf): “Helping Students With Dyslexia Read Long Words Using Syllables and Morphemes” by Devin M. Kearns and Victoria M. Whaley

ARTICLE (pdf): “How Spelling Supports Reading And Why It Is More Regular and Predictable Than You May Think” by Louisa C. Moats

ARTICLE (link): “A New Model for Teaching High-Frequency Words” by Linda Farrell, Michael Hunter, and Tina Osenga

HANDOUT (pdf): “How Children Learn to Read Words: Ehri’s Phases” by Holly B. Lane

HANDOUT (pdf): “Teaching Big Words” by Holly B. Lane

Competency 7: Knowledge of vocabulary acquisition and use (12% of questions)

Skills

Identify the concepts of vocabulary acquisition and use.
Evaluate and select instructional methods for vocabulary acquisition and use in speaking and listening, reading, and writing for diverse learners.
Apply appropriate instructional methods for developing the use of independent word learning strategies for diverse learners.
Apply appropriate instructional methods for developing and using conversational, general academic, and domain-specific words and phrases for diverse learners.

Resources

VIDEO: “Teaching Vocabulary” by Holly Lane

ARTICLE (pdf): “Building Vocabulary in Remedial Settings: Focus on Word Relatedness” by Camille L. Z. Blachowicz and Peter Fisher

ARTICLE (pdf): “Morphemes Matter: A Framework for Instruction” by Marcia K. Henry

ARTICLE (pdf): “The Core Vocabulary: The Foundation of Proficient Comprehension” by Elfrieda H. Hiebert

ARTICLE (pdf): “The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth” by Holly B. Lane and Stephanie Arriaza Allen

ARTICLE (pdf): “Morphological Analysis Instruction in the Elementary Grades: Which Morphemes to Teach and How to Teach Them” by Patrick C. Manyak, James F. Baumann, and Ann-Margaret Manyak

Competency 8: Knowledge of reading fluency and reading comprehension (15% of questions)

Skills

Identify the components of reading fluency that support comprehension.
Apply appropriate instructional methods for developing fluent reading with purpose and understanding for diverse learners.
Evaluate and select instructional methods for teaching skills and developing strategies for comprehension and analysis of informational texts.
Evaluate and select instructional methods for teaching skills and developing strategies for comprehension and analysis of literary texts.
Apply instructional methods for developing metacognition and critical thinking for diverse learners.
Apply instructional methods for engaging students in evidence-based collaborative discussions about literary and informational print and nonprint texts.
Apply instructional methods to develop study skills for comprehension of literary and informational texts for diverse learners.

Resources

VIDEO: “Reading Fluency” by Holly Lane

VIDEO: “A Conceptual Framework for the Science of Reading” by Holly Lane

ARTICLE (pdf): “Clarifying Differences Between Reading Skills and Reading Strategies” by Peter Afflerbach, P. David Pearson, and Scott G. Paris

ARTICLE (pdf): “Text Talk: Capturing the Benefits of Read-Aloud Experiences for Young Children” by Isabel L. Beck and Margaret G. McKeown

ARTICLE (pdf): “The Connections Between Writing, Knowledge Acquisition, and Reading Comprehension” by Judith C. Hochman and Natalie Wexler

ARTICLE (pdf): “Reading Fluency Assessment and Instruction: What, Why, and How?” by Roxanne F. Hudson, Holly B. Lane, and Paige C. Pullen

ARTICLE (pdf): “Comprehension in Disguise: The Role of Knowledge in Children’s Learning” by Susan B. Neuman

ARTICLE (pdf): “Supporting Reading Comprehension Development: From Research to Practice” by Jane Oakhill and Kate Cain

ARTICLE (pdf): “Using Paraphrasing and Text Structure Instruction to Support Main Idea Generation” by Elizabeth A. Stevens and Sharon Vaughn

ARTICLE (link): “Comprehension: In Depth” by the Center for Effective Reading Instruction and the International Dyslexia Association

Competency 9: Knowledge of reading program development, implementation, and coordination (10% of questions)

Skills

Evaluate and select approaches for involving stakeholders in reading initiatives for diverse learners.
Evaluate and select approaches to increase caregiver involvement in reading education.
Interpret reading policies, program information, and assessment data for the purpose of dissemination among stakeholders.
Select and evaluate instructional materials for comprehensive reading programs and reading intervention programs for diverse learners.
Identify criteria to determine the effectiveness of reading programs.
Interpret school data and program evaluation results to modify and improve curriculum content and instruction through professional learning.
Determine effective methods for coaching and supporting paraprofessionals, tutors, and volunteers to assist in reading instruction for diverse learners.

Resources

FACT SHEET (pdf): “Attention Deficit Hyperactivity Disorder and Dyslexia” by the International Dyslexia Association

ARTICLE (pdf): “Contrasting Approaches to Dyslexia Instruction: What are the ‘Active Ingredients’?” by Colby Hall, Grace Cannon, Katlynn Dahl-Leonard, and Rebecca S. Beegle

ARTICLE (pdf): “Linking Reading Assessment Data to Instructional Planning: A Component-Skills Approach” by Adrea J . Truckenmiller, Justina Yohannan, and Eunsoo Cho

ARTICLE (link): “Identifying and Teaching Students with Significant Reading Problems” by Sharon Vaughn and Jack M. Fletcher

ARTICLE (pdf): “Better Together: Using MTSS as a Structure for Building School–Family Partnerships” by Zachary Weingarten, Rebecca Zumeta Edmonds, and Sarah Arden

Florida Reading Certification K-12

Table of Contents

Overview

Resources

Competency 1: Knowledge of research and theories of reading processes (10% of questions)

Skills

Resources

Competency 2: Knowledge of text types and structures (10% of questions)

Skills

Resources

Competency 3: Knowledge of reading assessment and evaluation (10% of questions)

Skills

Resources

Competency 4: Knowledge of learning environments and procedures that support reading (10% of questions)

Skills

Resources

Competency 5: Knowledge of oral and written language acquisition and beginning reading (11% of questions)

Skills

Resources

Competency 6: Knowledge of phonics and word recognition (12% of questions)

Skills

Resources

Competency 7: Knowledge of vocabulary acquisition and use (12% of questions)

Skills

Resources

Competency 8: Knowledge of reading fluency and reading comprehension (15% of questions)

Skills

Resources

Competency 9: Knowledge of reading program development, implementation, and coordination (10% of questions)

Skills

Resources

Resources

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