Mastering the Science of Reading in New Hampshire

Mastering the Science of Reading in New Hampshire

This micro-credential is awarded to those participants who complete Units 1 through 8 of Language Essentials for Teachers of Reading and Spelling (LETRS) training and pass the Foundations of Reading Test (FORT) with a score of 240 or better.

The following competencies are awarded for this micro-credential based on the Knowledge and Practice Standards for the Teachers of Reading (IDA, 2018):

COMPETENCIES

Standard 1: Foundations of Literacy Acquisition:

1.8 Know phases in the typical developmental progression of oral language, phoneme awareness, decoding skills, printed word recognition, spelling, reading fluency, reading comprehension, and written expression.

Standard 3: Assessment:

3.8 Integrate, summarize, and communicate (orally and in writing) the meaning of educational assessment data for sharing with students, parents, and other teachers.

Standard 4: Structured Literacy:

Substandard A: Essential Principles and Practices of Structured Literacy Instruction

4A.1 Understand/apply in practice the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher- directed instruction.

Substandard B: Phonological and Phonemic Awareness

4B.4 Know/apply in practice consideration for the progression of phonemic-awareness skill development, across age and grade.

Substandard C: Phonics and Word Recognition

4C.2 Know/apply in practice considerations for systematically, cumulatively, and explicitly teaching basic decoding and spelling skills.

4C.7 Know/apply in practice considerations for systematically teaching the decoding of multisyllabic words.

Substandard D: Automatic, Fluent Reading of Text

4D.1 Know/apply in practice considerations for the role of fluent word-level skills in automatic word reading, oral reading fluency, reading comprehension, and motivation to read.

Substandard E: Vocabulary

4E.4 Know/apply in practice considerations for the role and characteristics of direct, explicit methods of vocabulary instruction.

Substandard F: Listening and Reading Comprehension

4F.1 Know/apply in practice considerations for factors that contribute to deep comprehension.

4F.2 Know/apply in practice considerations for instructional routines appropriate for each major genre: informational text, narrative text, and argumentation.

4F.4 Know/apply in practice considerations for the use of explicit comprehension strategy instruction, as supported by research.

4F.5 Know/apply in practice considerations for the teacher’s role as an active mediator of text comprehension processes.

Substandard G: Written Expression

4G.3 Know/apply in practice considerations for research-based principles for teaching written spelling and punctuation.