Approved List of Research-Based Reading Instruction Programs

One option for teachers to meet the teacher qualification requirement of the Third Grade Reading Guarantee is to complete an approved research-based reading instruction program. Please keep in mind that this qualification expires at the conclusion of the 2015-2016 school year, at which time one of the qualifications that does not expire must be obtained (more information on teacher qualifications is available in the Third Grade Reading Guarantee Guidance Manual ).

Research-Based Reading Instruction Program Reading Competencies Alignment 

As part of the Third Grade Reading Guarantee, the Ohio Department of Education is required to ensure all approved Research-Based Reading Instruction Programs align with the adopted reading competencies for the 2015-2016 school year. The State Board of Education adopted reading competencies for credentials and training in January 2014. To achieve alignment, the department developed a set of alignment criteria to assess each program’s capacity to equip teachers with the knowledge and skills necessary for reading instruction, as outlined by the reading competencies.

The approved list of Research-Based Reading Instruction Programs for the 2015-2016 school year is below. Any teacher that qualified to provide reading instruction using a program that is no longer on the list may be considered qualified through the 2015-2016 school year. However, a teacher may only use the programs on the list below to become newly qualified. 

Reading Competencies

List of Research-Based Reading Instruction Programs 2015-2016

  • CLLIP (Collaborative Language and Literacy Instruction Program)
  • IMSE Comprehensive Orton-Gillingham (30-hour plus practicum)
  • IMLSEC (International Multisensory Structured Language Education Council)
  • Literacy Collaborative
  • LLI (Leveled Literacy Intervention System)
  • Mayerson Academy Orton-Gillingham Multisensory Reading Practicum 1
  • National Board
  • Reading Recovery
  • SFA (Success for All)
  • TESOL Endorsement (For ELL Instruction Only)
  • Wilson Language Training

List of Credentials and Scientifically Research-Based Reading Instruction Programs 2013-2014

  • Literacy Specialist Endorsement
  • TESOL Endorsement
  • Active National Board Certification- Early and Middle Childhood(applies to literacy, reading, language arts)
  • IMSLEC (International Multisensory Structured Language Education Council), ALTA (Academic Language Therapy Association), AOGPE (Academy of Orton-Gillingham Practitioners and Educators)
  • Reading Recovery
  • Literacy Collaborative (coach or teacher)
  • Success for All (SFA)
  • Wilson Language Training- Wilson Reading System Level 1 Certification
  • IMSE Comprehensive Orton-Gillingham Training (30-Hour)
    *must include practicum
  • Leveled Literacy Intervention System (LLI)
  • CLLIP (Collaborative Language and Literacy Instruction Program)
  • LLI (Leveled Literacy Intervention System)
  • AFTCRIP (American Federation of Teachers Comprehensive Reading Instruction Program)

The programs on the Ohio Department of Education-approved lists above have met both educator and program criteria.


Program Criteria: The program must support the development, intervention and acceleration of reading in children.  The program must include high-quality learning experiences within the program that:

Educator Criteria: In addition, the educator who completed and is implementing the program must have:

  1. Provide opportunities for differentiated instruction and intervention;
  1. Participated in a clinical/ practicum working with students (supervised);
  1. Promote screening and progress monitoring that provides prescriptive diagnosis and informs appropriate differentiation of instruction that will assist in accelerating students’ reading development;
  1. A knowledge of the quantitative, qualitative and matching text-to-reader components of the text (text complexity);  
  1. Align to state standards in reading/English language arts, which includes the five essential components of reading;
  1. Demonstrated the ability to administer intervention for at-risk students; and
  1. Encourage literacy across the curriculum; 
  1. Designed effective instruction based on the student’s reading needs.
  1. Foster culturally responsive teaching;


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Last Modified: 12/29/2015 9:06:03 AM