Public Comment Reading Specialist Subject Matter Knowledge 2019

This survey is designed to gather feedback on the proposed Reading Specialist Subject Matter Knowledge guidelines for educator preparation programs. The survey will be open until March 29, 2019.

Click here to download a PDF of the Public Comment Survey.

If you need assistance with this survey or have any questions, please email: skazeroid@doe.mass.edu

Teacher candidates must demonstrate the necessary depth and breadth of content knowledge needed to support all students in mastering grade level expectations as outlined in the 2017 Massachusetts English Language Arts and Literacy Framework.

Please provide any comments, including suggested modifications and/or areas for clarification, for the specific lines below from the Reading Specialist Subject Matter Knowledge Guidelines.

4.

Evidenced-based (formally evaluated in peer-review literature) concepts of language and literacy

5.

Components of Reading: according to the National Reading Panel (2000): concepts of print, phonological awareness (including phonemic awareness, phonics, word recognition, fluency, vocabulary, oral language, and comprehension)

6.

Components of Language: phonology, syntax, semantics, morphology, orthography, discourse, pragmatics

7.

Elements of Composition
1. Craft and structure of texts in various genres/forms
2. Composition process

8.

The reciprocal relationships among
1. phonemic awareness, rapid automatic naming speed, phonological awareness, decoding, word recognition, spelling
2. decoding, encoding, fluency and comprehension
3. background knowledge, vocabulary, composition and comprehension
4. listening comprehension and reading comprehension
5. reading, writing, language, viewing, speaking, and listening

9. Brain science research, including how the brain learns to read, the four processing systems and and neurobiological impacts on reading development

10.

Identifying the distinguishing characteristics of diverse learner profiles, including the strengths and needs commonly demonstrated by multilingual students, and students with reading disabilities including dyslexia

11.

Effective instructional approaches and materials for all learners, including approaches to adapting instructional materials to meet diverse needs

12. Flexible multi-tiered systems that support academic and behavioral needs of students

13. Aspects of text to consider when evaluating and selecting curriculum and print/digital texts, including: dimensions of text complexity alignment with grade- level content topics; genre and form; representation of diverse cultures and perspectives; and quality.

14.

Aspects of learners to consider when evaluating and selecting curriculum and print/digital texts, including: a student’s current literacy strengths and needs, background knowledge, cultural relevance, interests and motivation, and reading difficulties and disabilities

15.

Apply knowledge of evidence-based practices for explicit and systematic instruction in the following topics, aligned to grade specific standards in the Massachusetts English Language Arts and Literacy Framework and the Massachusetts Standards for Digital Literacy.
1. Concepts of print and the alphabetic principle
2. Phonological and phonemic awareness, including the progression of phonological awareness skills and of phoneme skill development
3. Phonics for word recognition and spelling, including the systematic, cumulative progression of phonics concepts, sight words, syllabication, and spelling rules/generalizations
4. Oral reading fluency at the word, sentence, and passage levels
5. Comprehension, including automatic decoding, vocabulary, word knowledge, text structures,summarizing, monitoring for understanding, and integration of content presented in diverse formats
6. Vocabulary, including approaches for selecting words to teach in-depth and word learning strategies such as use of context and word parts (morphology)
7. English grammar and usage, and conventions of English
8. Writing, including the organization and purpose of arguments, informative/explanatory, and narratives, using the writing process and awareness of task/audience/purpose
9. Handwriting and developmentally appropriate keyboarding
10. Speaking and listening skills, including skills required for collaborative conversations and presentations.
11. Digital/media literacies, with particular emphasis on online research and evaluating online information for accuracy and bias.
- Progression of writing skills, including: letter formation, encoding/spelling, conventions, sentence structure, paragraph formation, and idea development

16.

Purposes, attributes, and strengths/limitations of various types of assessments including screening, diagnostic, and curriculum-based measurements (CBM) and assessments used for formative/progress monitoring, summative and outcome purposes. (Congress defined reading criteria 20USC6368(7))

17.

Purpose, components, and procedures for administering research-based assessments designed to identify students at risk for reading difficulties, addressing a variety of constructs, including rapid automatized naming, letter naming, phonological awareness, phonics, fluency, vocabulary and comprehension

18.

Collaborative leadership and adult learning theories that support:
1. Ability to serve as a mentor
2. Planning and leading professional development
3. Developing and vetting a vision/plan for literacy instruction and assessment that integrates the relevant evidence-based strategies informed by research
4. Ability to lead process of curriculum design, selection, and evaluation

19. Overall feedback and/or questions.