International Reading Association
Standard 1: Foundational Knowledge
●Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing
processes and instruction.
●Demonstrate knowledge of reading research and histories of reading.
●Demonstrate knowledge of language development and reading acquisition and the variations related to
cultural and linguistic diversity.
●Demonstrate knowledge of the major components of reading (phonemic awareness, word identification
and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how
they are integrated in fluent reading.
Standard 2: Instructional Strategies and Curriculum Materials
●Use instructional grouping options (individual, small-group, whole-class, and computer-based) as
appropriate for accomplishing given purposes.
●Use a wide range of instructional practices, approaches and methods, including technology-based
practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
●Use a wide range of curriculum materials in effective reading instruction for learners at different stages of
reading and writing development and from different cultural and linguistic backgrounds.
Standard 3: Assessment, Diagnosis, and Evaluation
●Use a wide range of assessment tools and practices that range from individual and group standardized
tests to individual and group informal classroom assessment strategies, including technology-based assessment
tools.
●Place students along a developmental continuum and identify students' proficiencies and difficulties.
●Use assessment information to plan, evaluate, and revise effective instruction that meets the needs
of all students, including those at different developmental stages and those from differing cultural and linguistic
backgrounds.
●Effectively communicate results of assessments to specific individuals (students, parents, caregivers,
colleagues, administrators, policymakers, policy officials, community, etc.).
Standard 4: Creating a Literate Environment
●Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing
program.
●Use a large supply of books, technology-based information, and non-print materials representing multiple
levels, broad interests, and cultural and linguistic backgrounds.
●Model reading and writing enthusiastically as valued lifelong activities.
●Motivate learners to be lifelong readers.
Standard 5: Professional Development
●Display positive dispositions related to reading and the teaching of reading.
●Continue to pursue the development of professional knowledge and dispositions.
●Work with colleagues to observe, evaluate, and provide feedback on each other's practice.
●Participate in, initiate, implement, and evaluate professional development programs.