Preparing Linguistically Responsive Reading Specialists: An Examination of State Certification and Endorsement Requirements (Poster 36)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Research in Reading and Literacy Poster Session 3

Abstract

The growing population of multilingual learners (MLs) in US public schools increasingly struggle with English reading, resulting in efforts to provide them with effective instruction. However, these efforts focused on classroom teachers rather than reading specialists—individuals instructing students experiencing reading difficulties. One way forward is understanding whether state education agencies (SEAs) require ML expertise for reading specialist certification. Guided by linguistically responsive teaching (LRT), we examined over 150 documents related to reading specialist certification/endorsement. Findings demonstrated variability in requirements and LRT alignment. While some states closely aligned with, and added to, the framework, many were not. These findings suggest that most SEAs do not require ML expertise, and therefore, it is unlikely that the most effective instruction is being provided.

Authors

• Jonathan M. Kittle, University of Delaware

• Christina M. Budde, University of Delaware

• Steven J. Amendum, University of Delaware

• Bryan A. VanGronigen, University of Delaware

• Stephanie Del Tufo, University of Delaware