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Reading K-12 Endorsement

  • 18-credit Program
  • Provides advanced training in reading and pedagogy
  • Classes begin May 10, 2016
  • Program Cost: $5,400 flat rate for continuous enrollment

reading K-12 endorsement

Schools are under increased pressure to show positive growth and achievement in reading.

The Antioch University Midwest Reading K-12 Endorsement provides advanced training in reading. The 18-semester credit reading endorsement program consists of 6 classes that prepare provisionally or professionally licensed teachers to earn a K-12 Ohio Reading Endorsement. The classes are designed for practicing professionals and are offered in the evenings. If you have graduated from any Early Childhood, Middle Childhood, or Special Education teacher licensure program and have completed the Ohio reading core, up to four of the six required courses may be waived.

Schools receiving funds under Titles I and/or II (public, community public, private) within No Child Left Behind may require teachers to have advanced training in reading. The reading endorsement is added to any valid Ohio teaching license and permits teachers to teach reading to all students at any grade level, including Title II reading programs. For Early Childhood and Middle Childhood teachers, adding an endorsement enables them to teach reading in reading programs outside of their licensure area. The reading endorsement also prepares teachers to oversee the reading curriculum, diagnose reading difficulties, and supervise non-professional reading staff.

This reading endorsement requires candidates to pass the OAE test #038 and test #039. The 18-semester credit reading endorsement program at Antioch University Midwest effectively prepares candidates to pass this test at or above the Ohio cut score.

Professionals who teach under this endorsement are considered highly qualified (HQT) in reading under the current definition in Ohio.

Integrated Curriculum
Consistent with the best practices in education, you will learn through classes conducted in a seminar format and with course work organized in modules. Courses integrate varied learning styles and multiple intelligences.

Technology Oriented to the Educator
You will use Internet technologies to learn, teach, and facilitate networking and communication with your cohort members and your faculty.

Experienced Faculty
Faculty members have extensive experience in K-12 classrooms and higher education. These experiences make the faculty uniquely qualified to combine theory with the reality of practice and provide you with a rich and highly applicable learning experience.

Student Centered, Non-Graded Alternative Evaluation
Your progress is evaluated based on predetermined competencies that must be met in order to receive course credit. In addition, you will produce portfolios that promote self-reflection and serve as valuable ongoing resources as you enter the teaching profession.

Only evaluations equivalent to the traditional letter grades of “A”  or “B” will receive credit for the course. Students who require letter grades for tuition reimbursement or employer approval are asked to complete a letter grade equivalency form available from the program office.


  1. Schools have increased pressure to show positive growth and achievement scores in reading. The licensure area provides advanced training in reading. This may assist reading teachers in supporting school districts need to meet or maintain AYP and demonstrate increased performance on reading tests.
  2. Schools are required to have highly qualified teachers. The Reading Endorsement added onto a standard teaching license makes teachers highly qualified under NCLB to teach reading.
  3. The additional semester hours are graduate credit and can be used for pay increase and may be a part of a local professional development plan for licensure renewal.
  4. Schools receiving funds under Titles 1 and/or II (public, community public, private) within NCLB may require teachers to have advanced training in reading. This endorsement provided the training recognized by the Department of Education in response to many of the requirements of this legislation.
  5. For Early Childhood and Middle Childhood teachers, adding an endorsement enables teachers to teach reading in reading programs outside of their licensure area. They will be able to teach and supervise reading staff in levels P-12.
  6. The Reading Endorsement is recognized by CAEP as an advanced program and teachers having training in a program leading to an endorsement are considered having “advanced”  education beyond their initial licensure area.
  7. The Reading Endorsement meets the criteria for Ohio’s Third Grade Reading Guarantee.
  •  You must successfully complete required coursework
  • You must pass the Ohio Reading Endorsement Assessment. The Pearson test #038 OAE Reading (Subtest I) and #039 OAE Reading (Subtest II) are required.
RLE5150 – Foundations for Reading Instruction (3 credits)
This course will focus on major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections in grades K-12.
TEXTS: What the Research Has to Say About Reading Instruction, Samuels & Farstrup
and Teaching Children to Read, Reutzel & Cooter

RLE5250 – Phonics (3 credits)
The focus in this course is on the use of the essentials of phonics in the context of reading, spelling, and linguistics: Phonemic and morphemic systems of language as well as the graphophonemic, syntactic, and semantic cueing systems. This information will be understood as it relates to the age appropriate language processes of reading, writing, talking, and viewing/listening. Candidates will gain an historical perspective on the teaching of phonics through an overview of learning and reading theory. The role of language acquisition, language deficiencies/delays, culture, and dialect differences as they relate to phonics will be studied, as well as the role of phonics in spelling, word recognition, and decoding. Candidates will learn the terminology of language structures and develop an understanding of language elements and skills (listening, speaking, writing, and reading). Candidates will view phonics as one kind of aid in identifying words. Diverse methods for teaching sound/symbol relationships, word recognition, vocabulary, syntax, and comprehension will be taught to and practiced.

TEXTS: Words Their Way, Bear, Invernizzi, Johnston & Templeton and Phonics They Use (Cunningham)

RLE5350 – Reading Assessment (3 credits)
The principles of assessment and instruction of struggling readers is introduced in this course, as well as formal and informal methods used to identify reading strengths and weaknesses of students. All components of the reading process will be assessed, including decoding, comprehension, word recognition, and fluency. The main emphasis is diagnosis of reading problems, administration of assessments, evaluation/analysis/interpretation of results, and planning instructional interventions to remediate reading difficulties.

TEXTS: Instructing Students who Have Literacy Problems, McCormack and Analytical Reading Inventory

RLE5450 – Content Literacy (3 credits)
This course is designed to provide candidates of all subject areas with the knowledge and skills to integrate the language processes, especially reading and writing, into their instruction. The goal of this course is to promote candidates’ understanding of the strategies that can be utilized to facilitate a learner’s content within a specific course using both narrative and expository text. Candidates will explore the influences on student’s content area, reading development, and the effective assessment of content area reading for gauging student progress and informing instruction.

TEXT: Content Area Reading: Literacy & Learning Across the Curriculum, Vacca & Vacca

RLE5850 – Developing & Promoting Literacy (3 credits)
This course is designed to promote candidate’s understanding of the development of literacy. The goal of the course is to provide the candidate with fundamental knowledge needed to know the development and background of the diverse K-12 learner, the reading and writing processes, planning effective instructional strategies, informal/authentic, diagnostic and intervention assessments, materials, and diverse learning environments in K-12.

RLE5950 – Reading Clinical (3 credits)
This is the culminating course for licensed educators who wish to earn an Ohio Reading Endorsement. Candidates will collaborate with reading specialists, educators, and parents to be responsive to the needs of K-12 students who are struggling with literacy (listening, reading, writing, and spelling). This course provides a focused on-site experience for candidates to effectively collect/analyze/interpret assessment data, plan effective intervention and instructional strategies to support student achievement, and document student progress.

TEXT: No text required. Supplemental readings provided by instructor.


Ohio Assessments for Educators

To complete the endorsement and be highly qualified in the area of reading P-12, the candidate must pass OAE test #038 and test #039. The test covers knowledge about the teaching of reading that is common to all grade levels and content areas. The test includes content on reading as a language-thought process, text structure, instructional processes, affective aspects, and environmental/sociocultural factors.