Reading and Literacy Added Authorization Program

Academic Course (University Credit)

Established in 2015, the CSULB Reading and Literacy Added Authorization Program prepares classroom teachers who are holding a valid California teaching credential (Multiple Subject Credential, Single Subject Credential, or Education Specialist) to become a more effective and reflective literacy teacher, literacy leader, or literacy coach in their school.

The entire program consists of five 3-unit graduate-level courses that focus on explicit, systematic instruction, assessment, and intervention in foundational and high-level literacy skills; and that promote a commitment to scholarship, leadership, and advocacy. Specifically, the courses cover 1) literacy instruction, assessment and data analysis, and intervention; 2) literacy instruction across content areas; 3) literacy instruction for English language learners, struggling students, and students with dyslexia; 4) integrating traditional and emerging technology to enhance literacy instruction for all students; and 5) connections among literacy theory, research, practices, and reflection. All five courses will focus on addressing the Common Core State Standards (CCSS), English Language Development Standards (ELD), Next Generation Science Standards (NGSS), and STEM content areas within the context of literacy instruction. 

Please note: The Cal Vet College Fee Waiver cannot be used for this program.

  • Teachers who wish to earn the Reading and Literacy Added Authorization at the completion of the program, and who meet the following requirements:
    • hold a valid California Multiple, Single, or Education Specialist credential; and who have completed a professional preparation program including student teaching.
    • hold a valid clear, full-time designated subject teaching credential, and have met the basic skills requirement (ex: CBEST or other CTC-approved route)
    • hold a valid English Learner Authorization (required prior to the completion of the Reading and Literacy Added Authorization Program).
  • Teachers in a community college or other educational setting who wish to enhance their knowledge and skills in teaching reading and writing, and teaching literacy across content areas for diverse groups of students.
  • Teachers who aim to teach reading and writing across the curriculum and with an integration of technology.
  • Teachers who aim to become more skillful at implementing CCSS and NGSS and integrating STEM content areas.
  • Teachers who aim to become critical consumers of research, and become skillful at making a connection between research, theory, and practices.
  • Classes are held online and are self-paced.
  • The program is scheduled during two consecutive summer semesters, one Fall semester, and one Spring semester:  
    • 1st Summer semester (2 courses)
    • Fall semester (1 course)
    • Spring semester (1 course)
    • 2nd Summer semester (1 course) 
  • Program is accredited by the California Commission on Teacher Credentialing.
  • After being admitted to the Reading and Literacy Added Authorization Program, candidates must open a file with the CSULB Credential Center.
  • EDRG 540: Advanced Studies in Literacy (3 units)
    • How to read, understand, synthesize, and critique research studies and practitioner-oriented literature on literacy instruction for all students (i.e., English learners, struggling students, and students with dyslexia).
    • How to understand and implement instructional implications discussed in research studies and practitioner-oriented literature.
    • How to evaluate various pedagogical approaches to literacy instruction.
    • How to communicate with colleagues about instructional implications from research studies and practitioner-oriented literature.
  • EDRG 551: Assessment and Instruction in Reading and Writing (3 units)
    • How to collect and disaggregate data for a beginning reader and an older reader experiencing reading difficulties.
    • How to implement diagnostic teaching based on the systematic assessment of students' cognitive abilities, learning styles, and prior knowledge within the context of addressing curricular standards.
    • How to evaluate the instructional context, such as pedagogical strategies, curriculum design, classroom dynamics, teacher-student interactions, and the integration of diverse learning modalities, to maximize support for student learning.
    • How to plan differentiated instruction for English learners, struggling readers and writers, students with special needs, and students with dyslexia. 
  • EDRG 543: Integration of Technology into Reading/Language Arts (3 units)
    • How to use traditional and emerging technological tools to enhance literacy instruction and to teach literacy across curriculum.
    • How to evaluate and implement electronic curriculum programs and resources.
    • How to evaluate the status of technology integration in teaching and STEM content areas at school.
    • How to learn and apply emerging technological tools (i.e., generative AI). 
  • EDRG 558: Language Study for Reading Teachers (3 units)
    • How to enhance English linguistic knowledge and apply such knowledge in teaching foundational and high-level literacy skills.
    • How to develop linguistic knowledge about other languages and apply such knowledge to supporting learners of other languages.
    • How to diagnose students’ strengths and needs in English linguistic knowledge and to address accordingly their needs.
    • How to explore various ways that language is used in society and integrate ways with language into literacy instruction.
  • EDRG 559: Practicum in Teaching Reading and Language Arts (3 units)
    • How to diagnose the strengths and needs of struggling students, develop and implement models and approaches of intervention, and reflect on students’ performance to inform instructional decision-making and refine intervention strategies.
    • How to develop a focused and intensive intervention plan which includes instructional strategies, activities, materials, assessment, and rationales for each section.  
    • How to engage in peer coaching as a way to support peers’ teaching and to critically reflect on their own teaching practices, identify areas for growth, and implement evidence-based interventions to enhance student learning outcomes.
    • How to assume the professional roles and responsibilities of a reading/language arts professional demonstrating a commitment to scholarship, leadership, and advocacy, in service of promoting literacy proficiency and fostering a lifelong love of learning among students.

For Teachers Admitted to the Program for Summer 2024 Cohort:

EDRG 543: Integration of Technology into Reading/Language Arts (3 units)
Dates: September 9 – November 1, 2024 
Place: Asynchronous, Online

EDRG 559: Practicum in Teaching Reading and Language Arts (3 units)
Dates: February 3 – March 28, 2025
Place: Asynchronous, Online

EDRG 558: Language Study for Reading Teachers (3 units)
Dates: May 19 - June 27, 2025
Place: Asynchronous, Online

For Teachers Admitted to the Program for Summer 2025 Cohort:

EDRG 540: Advanced Studies in Literacy (3 units)
Dates: May 19 - June 27, 2025
Place: Asynchronous, Online

EDRG 551: Assessment and Instruction in Reading and Writing (3 units)
Dates: May 19 - June 27, 2025
Place: Asynchronous, Online

EDRG 543: Integration of Technology into Reading/Language Arts (3 units)
Dates: September – November 2025 
Place: Asynchronous, Online

EDRG 559: Practicum in Teaching Reading and Language Arts (3 units)
Dates: February – March 2026
Place: Asynchronous, Online

EDRG 558: Language Study for Reading Teachers (3 units)
Dates: May - June 2026
Place: Asynchronous, Online

Please note:  After you have been accepted to the Program, the Program Director will contact you to provide details regarding course registration.