California Reading and Literacy Added Authorization 

The California Reading Literacy Added Authorization (5 classes/15 units) is available as a stand-alone program or in combination with the M.A. in Educational Studies, our most flexible master's degree program which offers a flexible curriculum designed to meet your needs.

The LMU Reading and Literacy Authorization program is designed to empower teachers in urban settings to make an impact on the education of struggling readers. Learning strategies in assessing learners and specialized curriculum adaptation enables candidates to take a critical look at 21st century literacies and to become instructional leaders in reading and literacy. Our program recognizes the humanity and dignity of all learners to achieve and succeed in reading and literacy across the school curriculum.

Loyola Marymount University is proud to offer the authorization, carefully planned to prepare candidates with professional competencies and skills to specialize in reading literacy instruction and leadership at the elementary and secondary school levels. 

Added Authorization Course Sequence:

  • EDES 6001: Theory and Application in Developmental Reading Instruction (Fall) - 3 units
  • EDES 6002 Assessing the Reading Performance of Struggling Readers (Fall) - 3 units
  • EDES 6003 Detection and diagnosis of Literacy Difficulties (Spring) - 3 units
  • EDES 6356 Diagnosis and Intervention in Reading -- Practicum I (Spring) - 3 units
  • EDES 6004 Looking at the Classroom through a Linguistics Lens (Summer) - 3 units
  • EDES 6995 Culminating Project (Any Semester) - 0 units

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Request a detailed information packet today or begin your application.

  • Fall admission priority deadline: June 15
  • Applications accepted for Fall, Spring, and Summer start dates.


Course Descriptions:

EDES 6001: Theory and Applications in Developmental Reading Instruction
This graduate course considers linguistic, physiological, psychological, and cultural concerns which address the literacy needs of all learners, which include differentiated instruction, response to intervention, and literacy techniques for English language learners. Approaches, methods, processes and techniques for teaching literacy skills in grades P-12 are discussed.

EDES 6002: Assessing the Reading Performance of Struggling Readers
Principles of assessment, evaluation, and prognostic procedure in reading. Use of effective formal and informal assessments and evaluation instruments for all students. Communication of assessment results to stakeholders; alignment of assessment with instructional programs.

EDES 6003: Detection and Diagnosis of Literacy Difficulties
This course is a study of the detection and diagnosis of literacy difficulties of elementary, middle, and high school students. It includes an introduction and examination of methods and materials best suited for correcting reading deficiencies as well as techniques for promoting better reading, writing, and study habits.

EDES 6004: Looking at the Classroom Through a Linguistic Lens
This course provides opportunity to study teaching as a linguistic process for creating and maintaining classroom culture. The course emphasizes a holistic exploration of the influences of language interactions (examining language attitudes and practices through discourse analysis), language structure (phonology and phonetics, morphology and syntax), language assessment, and language/literacy development as foundations for first and second language and literacy acquisition.

EDES 6356:  Diagnosis and Intervention in Reading - Practicum I
his practicum includes an in-depth study of prescriptive teaching techniques. Students learn to assess and plan intervention strategies to help develop literacy skills in children who are struggling with the reading process. Included among the techniques are: specific skill and psychological tests, screening tests of vision and hearing, as well as interpreting and writing case studies. 


Per Federal Regulation 34 CFR 668.43(a)(5)(v), all LMU School of Education credential/licensure programs meet the California state requirements as specified by the California Commission on Teacher Credentialing (CCTC) and for the CA Board of Behavioral Sciences as appropriate. The institution has not made a determination as to whether these credential, licensure, and professional preparation programs meet the requirements of states outside of California. If you are interested in practicing outside the state of California, it is recommended that you contact the respective licensing entity of that state to seek information or guidance regarding their licensure and credential requirements in advance to allow for appropriate planning.