In Fall, 1977, a survey was conducted on requirements for secondary teachers in the area of reading instruction. Information from state certifying agencies show a majority of states have some requirements. The results of the survey, when compared to results of two earlier surveys, show increasing interest in secondary reading

Lamberg, Walter J.

English

ScholarWorks at WMU

Reading Horizons: A Journal of Literacy and 
Language Arts 
Volume 18 
Issue 4 July 1978 Article 14 
7-1-1978 
Required Preparation in Reading for Secondary Teachers 
Walter J. Lamberg 
University of Texas, Austin 
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons 
 Part of the Education Commons 
Recommended Citation 
Lamberg, W. J. (1978). Required Preparation in Reading for Secondary Teachers. Reading Horizons: A 
Journal of Literacy and Language Arts, 18 (4). Retrieved from https://scholarworks.wmich.edu/
reading_horizons/vol18/iss4/14 
This Article is brought to you for free and open access by 
the Special Education and Literacy Studies at 
ScholarWorks at WMU. It has been accepted for inclusion 
in Reading Horizons: A Journal of Literacy and Language 
Arts by an authorized editor of ScholarWorks at WMU. 
For more information, please contact wmu-
scholarworks@wmich.edu. 
REQUIRED PREPARATION IN
READING FOR SECONDARY TEACHERS
Walter J. Lamberg
UNIVERSITY OF TEXAS AT AUSTIN
Introduction
In Fall, 1977, a survey was conducted on requirements for secondary
teachers in the area of reading instruction. Information from state cer
tifying agencies show a majority of states have some requirements. The
results of the survey, when compared to results of two earlier surveys, show
increasing interest in secondary reading.
The Survey
As the Undergraduate Adviser for Secondary English and Reading, I
was interested in the nature and extent of required preparation in in
struction in reading. Officials responsible for teacher certification in all
states and the District of Columbia were sent a questionnaire. The following
information was requested: (1) whether or not there were requirements, (2)
the number of required hours of course work, (3) the "content" of required
courses, and (4) whether or not there was a move to establish requirements,
in the event no requirements were in effect. All agencies responded. Six
substituted or added statements from their offices which detailed
requirements; the rest returned the completed questionnaire.
Results
Of the 51 agencies, 30 had some kind of requirement, as reported in
Table I. Twenty-three required 3 or more hours of course work. Three
hours were the minimum required (by 15 states); 12 was the maximum.
Seven agencies had an unspecified number of hours. Two agencies required
a demonstration of knowledge or competence, but did not require course
work.
Twenty-one agencies had requirements for all secondary teachers. Five
had requirements only for secondary English teachers; 3, only for Secon
dary Reading teachers. One state indicated that only some (unspecified)
teacher education programs had requirements.
Agencies were asked to indicate which of the following areas of reading
were required: (1) content-area (i.e., reading directly related to subject-
areas, such as English, Social Studies, Science, and Mathematics); (2)
developmental reading (development of general areas of comprehension,
vocabulary, and flexibility; not necessarily directly related to subjects); (3)
remedial (for students with reading difficulties); and (4) beginning (for
students unable to read). Four agencies required coursework which covered
all four areas of reading. One state required the first three areas. Four
required content-area and developmental reading. Eight required only
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content-area reading; one agency, only developmental. Eleven states did
not indicate the area of reading.
Twenty-one states had no requirements. Of those, 12 indicated that
there was presently a consideration of the possibility of establishing
requirements
Conclusions
A study by Estes and Piercey, in 1973, found 17 percent of the states had
requirements in reading instruction for secondary teachers. A study by
Bader, in 1975, found 35 percent. The present study found 59 percent. The
study by Bader found that 55 percent either had, or were considering
having, requirements. The present study found that 82 percent had, or
were considering having, requirements.
The majority of states with requirements had them for all secondary
teachers. A minority limited requirements to secondary English and
Reading teachers. The emphasis in course work was on content-area
reading.
The resultsof three surveys showthat secondaryteachers are expected to
be knowledgeable of reading instruction and to apply that knowledge in the
context of content-area or subject-matter instruction. During the 1970's
increasinglymore states haveestablishedrequirements.
REFERENCES
Bader, A. "Certification Requirements in Reading: A Trend,"Journal of
Reading, vol. 19, 3 (December, 1975), 237-240.
Estes, T. H. and D. Piercey. "Secondary Reading Requirements Report on
the States,'Journal ojReading, vol. 17, 1 (October, 1973), 20-24.
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Table 1
Secondary Reading Requirements
r/i-307
State Ho a rs Notes State Hours Notes
Alabama
Alaska * Unspecified hours Montana
Arizona 6 Nebraska
Arkansas Nevada
California 4 Or by examination New Hampshire
Colorado * Unspecified hours New Jersey 6
Connecticut 3 New Mexico 3 6,1980
Delaware New York
D.C. * Unspecified hours North Carolina 3
Florida * One or more courses North Dakota
Georgia 5 Quarter Hours:
Sec. Eng. only
Ohio
Oklahoma
* Unspecified hours
Hawaii * Some programs Oregon 3
Idaho Pennsylvania 3
Illinois Rhode Island
Indiana 3 South Carolina 3 Sec. Eng. only
Iowa South Dakota 3
Kansas Tennessee
Kentucky 3 Sec. Eng. only Texas 3 Sec. Eng. only
Louisiana 6 Utah
* Competency required
Maine 9 Sec. Reading Teachers
only
Vermont 6 Sec. Rdg. Teh. only
Maryland 3 Virginia 12 Sec. Rdg. Teh. only
Massachusetts Washington
Michigan West Virginia 3
Minnesota Wisconsin 3
Mississippi 3 Wyoming
Missouri 3 Sec. Eng. only
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Required Preparation in Reading for Secondary Teachers

Reading Horizons: A Journal of Literacy andLanguage ArtsVolume 18Issue 4 July 1978 Article 147-1-1978Required Preparation in Reading for SecondaryTeachersWalter J. LambergUniversity of Texas, AustinFollow this and additional works at: https://scholarworks.wmich.edu/reading_horizonsPart of the Education CommonsThis Article is brought to you for free and open access by the SpecialEducation and Literacy Studies at ScholarWorks at WMU. It has beenaccepted for inclusion in Reading Horizons: A Journal of Literacy andLanguage Arts by an authorized editor of ScholarWorks at WMU. For moreinformation, please contact maira.bundza@wmich.edu.Recommended CitationLamberg, W. J. (1978). Required Preparation in Reading for Secondary Teachers. Reading Horizons: A Journal of Literacy and LanguageArts, 18 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol18/iss4/14REQUIRED PREPARATION INREADING FOR SECONDARY TEACHERSWalter J. LambergUNIVERSITY OF TEXAS AT AUSTINIntroductionIn Fall, 1977, a survey was conducted on requirements for secondaryteachers in the area of reading instruction. Information from state certifying agencies show a majority of states have some requirements. Theresults of the survey, when compared to results of two earlier surveys, showincreasing interest in secondary reading.The SurveyAs the Undergraduate Adviser for Secondary English and Reading, Iwas interested in the nature and extent of required preparation in instruction in reading. Officials responsible for teacher certification in allstates and the District of Columbia were sent a questionnaire. The followinginformation was requested: (1) whether or not there were requirements, (2)the number of required hours of course work, (3) the "content" of requiredcourses, and (4) whether or not there was a move to establish requirements,in the event no requirements were in effect. All agencies responded. Sixsubstituted or added statements from their offices which detailedrequirements; the rest returned the completed questionnaire.ResultsOf the 51 agencies, 30 had some kind of requirement, as reported inTable I. Twenty-three required 3 or more hours of course work. Threehours were the minimum required (by 15 states); 12 was the maximum.Seven agencies had an unspecified number of hours. Two agencies requireda demonstration of knowledge or competence, but did not require coursework.Twenty-one agencies had requirements for all secondary teachers. Fivehad requirements only for secondary English teachers; 3, only for Secondary Reading teachers. One state indicated that only some (unspecified)teacher education programs had requirements.Agencies were asked to indicate which of the following areas of readingwere required: (1) content-area (i.e., reading directly related to subject-areas, such as English, Social Studies, Science, and Mathematics); (2)developmental reading (development of general areas of comprehension,vocabulary, and flexibility; not necessarily directly related to subjects); (3)remedial (for students with reading difficulties); and (4) beginning (forstudents unable to read). Four agencies required coursework which coveredall four areas of reading. One state required the first three areas. Fourrequired content-area and developmental reading. Eight required only I       o        I    ,             a       -              ,        ,                             -             t           :                                                                    ,                                                                            -                                                                             .                            306-rhcontent-area reading; one agency, only developmental. Eleven states didnot indicate the area of reading.Twenty-one states had no requirements. Of those, 12 indicated thatthere was presently a consideration of the possibility of establishingrequirementsConclusionsA study by Estes and Piercey, in 1973, found 17 percent of the states hadrequirements in reading instruction for secondary teachers. A study byBader, in 1975, found 35 percent. The present study found 59 percent. Thestudy by Bader found that 55 percent either had, or were consideringhaving, requirements. The present study found that 82 percent had, orwere considering having, requirements.The majority of states with requirements had them for all secondaryteachers. A minority limited requirements to secondary English andReading teachers. The emphasis in course work was on content-areareading.The resultsof three surveys showthat secondaryteachers are expected tobe knowledgeable of reading instruction and to apply that knowledge in thecontext of content-area or subject-matter instruction. During the 1970'sincreasinglymore states haveestablishedrequirements.REFERENCESBader, A. "Certification Requirements in Reading: A Trend,"Journal ofReading, vol. 19, 3 (December, 1975), 237-240.Estes, T. H. and D. Piercey. "Secondary Reading Requirements Report onthe States,'Journal ojReading, vol. 17, 1 (October, 1973), 20-24.6-r  t t  i   ,  l t l. l     i i t  t    i . t     i t .  t   i i   t f' f' s rf' f'   (' of'   t f' ssi ilit   f' h  rrflllirr r t      tes  i r ,  3,  7                  ,                       i ,   t                i  t     ll r  .      r  lis               lts      r                           l      t .     ts  i :  ,   i )  ,   , -      .        tes, " m  f ) . ,  ,  Table 1Secondary Reading Requirementsr/i-307State Ho a rs Notes State Hours NotesAlabamaAlaska * Unspecified hours MontanaArizona 6 NebraskaArkansas NevadaCalifornia 4 Or by examination New HampshireColorado * Unspecified hours New Jersey 6Connecticut 3 New Mexico 3 6,1980Delaware New YorkD.C. * Unspecified hours North Carolina 3Florida * One or more courses North DakotaGeorgia 5 Quarter Hours:Sec. Eng. onlyOhioOklahoma* Unspecified hoursHawaii * Some programs Oregon 3Idaho Pennsylvania 3Illinois Rhode IslandIndiana 3 South Carolina 3 Sec. Eng. onlyIowa South Dakota 3Kansas TennesseeKentucky 3 Sec. Eng. only Texas 3 Sec. Eng. onlyLouisiana 6 Utah * Competency requiredMaine 9 Sec. Reading TeachersonlyVermont 6 Sec. Rdg. Teh. onlyMaryland 3 Virginia 12 Sec. Rdg. Teh. onlyMassachusetts WashingtonMichigan West Virginia 3Minnesota Wisconsin 3Mississippi 3 WyomingMissouri 3 Sec. Eng. onlyh  l    i  i e ts t t  u  t  t t  r  t  l  l  ifi  r  t  ri   r  r   li i   r  i ti  e  i  l  i i      ti t   i    1980 l          l i             n~pecif   . . ly  ii                .           .      .  i i               c         . c . l                   

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Required Preparation in Reading for Secondary Teachers

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