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The Reading Endorsement is comprised of three graduate courses in reading/literacy education delivered 100% online. The courses are approved by the Georgia Professional Standards Commission (PSC), aligned with the International Literacy Association (ILA) Standards for the Preparation of Literacy Professionals, and designed to provide focused professional development for certified teachers in the assessment and instruction of literacy. Successful completion of all three courses qualifies certified educators to apply for the Reading Endorsement to be added to a Georgia teaching certificate. All three courses can also be transferred into the M.Ed. in Reading Instruction program.

Teachers who hold a Reading Endorsement are better equipped to meet the needs of all learners in their classrooms. Research indicates literacy achievement is greater when students are taught by teachers who complete high-quality preparation programs in literacy. The Reading Endorsement qualifies educators to be considered “highly qualified” in the teaching of reading and literacy, and assists teachers to address curricular standards.



Department of Early Childhood through Secondary Education

Dr. Robert Griffin, Assistant Chair of Reading Programs

Program Location


Method of Delivery

100% online


The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

Credit and transfer

Total semester hours required: 9

Graduate students may be able to reduce their cost through prior learning, previous degrees earned at UWG, or transfer credits. We have created a tool to help students estimate their tuition costs.                

This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.

Save money

UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.


  • Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
  • The more courses a student takes in a single term, the more they will typically save in fees and total cost.
  • Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
  • Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
  • Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
  • One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
  • For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website

There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.


This course is designed for candidates to showcase their proficiencies in language and literacy teaching, learning, and leadership. Students demonstrate their skills as future literacy professionals and teacher leaders through designing and presenting a comprehensive professional learning project.

View Instructors, Syllabi and Other Details

This course introduces candidates to appropriate assessments to analyze P-12 students' language and literacy strengths and needs to determine interventions for progress monitoring as well as enrichment strategies. Candidates will survey formal and informal assessments, authentic assessments, instructional strategies, and purposeful materials for advanced, proficient, striving (formerly known as struggling) readers/writers, and students with dyslexia and other disorders, as well as culturally and linguistically diverse learners.

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This course introduces candidates to learning and literacy theories that underpin prevalent pedagogical practices in the teaching of reading and writing. Students will explore theories of literacy development and the acquisition of reading and writing, as well as the theoretical foundations for a range of instructional approaches related to the dimensions of literacy (phonological awareness [including phonemic awareness], phonics, fluency, vocabulary, comprehension, and writing). Historical perspectives of literacy, as well as prominent researchers and theorists, will also be studied. Theoretical paradigms (i.e., bottom-up, top-down, and interactive) will inform candidates pedagogy with all students, including advanced, proficient, and striving (formerly known as struggling) readers/writers as well as culturally and linguistically diverse learners.

View Instructors, Syllabi and Other Details

Jennifer K. Allen, Ph.D.

Jennifer K. Allen, Ph.D.

Associate Professor

Robert A. Griffin, Ed.D.

Robert A. Griffin, Ed.D.

Associate Professor / Assistant Chair of Reading Programs

Tamra W. Ogletree, Ph.D.

Tamra W. Ogletree, Ph.D.


John Ponder, Ph.D.

John Ponder, Ph.D.

Department Chair, Associate Professor

Bethany L. Scullin, Ph.D.

Bethany L. Scullin, Ph.D.

Associate Professor

Guidelines for Admittance

  • All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
  • Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
  • International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
  • Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Graduate Admissions Office.

Program Specific Admittance Guidelines

Applicants to this program must: 

  • Hold a level four (4) or higher renewable professional certificate in any teaching, service, or leadership field
  • Submit Official transcripts from all schools attended post-secondary
  • Have an overall 2.75 GPA on all undergraduate coursework

Application Deadlines

Specific Graduate Admissions Deadlines are available via the Graduate School

* Application, app fee, and document deadline

See The Scoop for more specific deadlines.

Admission Process Checklist

The Graduate Studies Application Process checklist is available here:

One exception: If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.


Graduate Admissions

Department of Early Childhood through Secondary Education
Dr. Robert Griffin, Assistant Chair of Reading Programs

The Graduate Studies Application Process checklist is available here

International Literacy Association (ILA) Standards for the Preparation of Literacy Professionals 2017:

  1. Foundational Knowledge: Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.
  2. Curriculum and Instruction: Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.
  3. Assessment and Evaluation: Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
  4. Diversity and Equity: Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
  5. Learners and the Literacy Environment: Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
  6. Professional Learning and Leadership: Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.
  7. Practicum/Clinical Experiences: Candidates apply theory and best practice in multiple supervised practicum/clinical experiences.