Standards for Reading Professionals

IRA's Standards for Reading Professionals describes what reading professionals should know and be able to do. The standards describe the literacy process and the teaching proficiencies professionals should possess to effectively apply that knowledge. The following Standards for Reading Professionals were adopted by the IRA in 2003, replacing the earlier 1998 revision.

IRA Standard 1: Foundational Knowledge
1.1	Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.2	Demonstrate knowledge of reading research and histories of reading.
1.3	Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
1.4	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.
IRA Standard 2: Instructional Strategies and Curriculum Materials
2.1	Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
2.2	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.
2.3	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.
IRA Standard 3: Assessment, Diagnosis, and Evaluation
3.1	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.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3	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.
3.4	Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
IRA Standard 4: Creating a Literate Environment
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.2	Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
4.3	Model reading and writing enthusiastically as valued lifelong activities.
4.4	Motivate learners to be lifelong readers.
IRA Standard 5: Professional Development
5.1	Display positive dispositions related to reading and the teaching of reading.
5.2	Continue to pursue the development of professional knowledge and dispositions.
5.3	Work with colleagues to observe, evaluate, and provide feedback on each other's practice.
5.4	Participate in, initiate, implement, and evaluate professional development programs.