COVID-19 Updates and Guidance

Our top priority during this time is to ensure the safety of our students, faculty and staff. Review our FAQs and stay updated.

CEHD Updates & FAQs

We will continue to update information as it comes available.


Teaching, Learning and Culture (TLAC) encompasses students, faculty and staff whose efforts and interests center on the many different aspects of academics, teaching and classroom education. TLAC’s mission is to create experiences that advance teaching, research and service through the application of knowledge in the preparation and development of quality educators; placing high value on collaboration, diversity, critical thinking, creativity, democratic governance and global leadership.

Having two highly-ranked graduate programs within one department serves as an index of the world-class academic programs and faculty who are committed to a culture of excellence in research and discovery, and the scholarship of teaching.

-Dr. Michael de Miranda, Department Head 

in Texas for producing teachers in Math & Science, English/Reading and General Elementary

Graduate Programs, US News & World Report Online School Rankings

Curriculum & Instruction, US News & World Report Online School Rankings


“One of the things that set this program apart is that it is located within the Teaching, Learning & Culture Department at Texas A&M. There’s more to teaching than just delivering a curriculum or instructional strategy; we have to consider the influence that culture has one what we do.”

Dr. Byron William

Online Ed.D in Curriculum & Instruction


Former TLAC student teaching middlegrades


TLAC offers a Bachelor of Science (B.S.) in Interdisciplinary Studies, with one of three focuses.

Former TLAC student teaching middlegrades

Graduate Programs

The Culture and Curriculum program offers students the opportunity to learn and grow in many areas.

students studying on computer for teacher certification


Providing greater opportunities and flexibility for students, TLAC offers online degree programs, in addition to many individual Web-based classes.

kid working online


TLAC offers several types of certificates for students as well as Texas Teacher Certifications

Reading Specialist Certification

Reading Specialist Certification

Reading Specialist Certification

The Reading Specialist certification program is a state of Texas teaching certification.

  • Research tells us that about 40% percent of kids will always struggle with reading if they don’t get direct, explicit, systematic instruction in literacy.

    Emily Cantrell, Ph.D.,
    Emily Cantrell, Ph.D.,Literacy Program Area Chair

Reading Specialist Certifications Requirements



  • Admission to the graduate program of Texas A&M University in the College of Education and Human Development, Department of Teaching, Learning and Culture (TLAC)
  • Specific coursework offered by TLAC
  • A valid Texas teaching certificate
  • The successful completion of a TExES examination, given by the state of Texas
  • Two years of teaching experience at an accredited school — can be completed before, during or after coursework
  • Students must declare their interest in pursuing the Reading Specialist certification when accepting the admission offer for the master’s graduate program.
  • Students must also claim a TEA ID# if they do not already have one. The TEA ID# must be claimed at the time of admission into the master’s program.
  • All requested information must be provided by the student by the deadlines provided.
  • Students who began their graduate studies prior to 2014 can no longer be approved to take the exam(s).


Resources & Course Requirements


The Reading Specialist certification program requires students contact an advisor at the time of admission into the master’s graduate program in order to be eligible to pursue the certification.

Students will need to provide a TEA ID# and a UIN within 7 days of their acceptance notification.

The Reading Specialist certificate is a state of Texas teaching certificate that requires:

  • 7 Specific Courses (see below)
  • The successful completion of a TExES examination
  • A valid Texas teaching certificate
  • Two years of successful teaching experience in an accredited school (can be completed before, during, or after coursework)

Current guidelines can be found on the TEA website

Master’s Admissions


Course Requirements

Courses required for Reading Specialist certification

RDNG 602 Teaching Reading in the Elementary Grades (OLD RDNG 674)

Examination, analyses, and application of instructional terms, methods, and approaches for teaching reading and spelling in the elementary grades. Past, present and emerging reading instructional programs are the focus of knowledge and application.  A primary focus is on word recognition, vocabulary, comprehension, spelling, and knowledge acquisition as well as difficulties in acquiring these skills (such as dyslexia and hyperlexia).  These foci are discussed for both the written and new literacies and learning skills required by the Internet and other present, new, and emerging information and communication technologies.


RDNG 603 Using Advanced Literacy to Teach and Learn across Disciplines (OLD RDNG 649)  

The purpose of this course is to examine pedagogies that use literacy for helping students learn across disciplines and content areas. In particular this course explores aspects of literacy practices (reading, writing, discussion, interpretive and critical activities) for the comprehension and evaluation of new content. In addition to traditional print forms of texts, we will consider strategies for teaching new literacies skills associated with ICT, media, and visual reading.  We will examine theoretically grounded and empirically supported instructional methods that: (a) help students become strategic readers and writers of content-area concepts in discipline specific manners; (b) provide strategies to increase the breadth and depth of vocabulary knowledge; (c) help students comprehend new knowledge; (d) encourage students to write to learn; (e) draw on and extend in-school and out-of-school literacy practices; (f) allow teachers to analyze, critique, and use textbooks and other texts to meet their students’ diverse interests and needs; and  (g) have the knowledge of different types of literacy problems at the secondary levels and to provide appropriate instructional strategies.


Reading 604  Assessment for Literacy Intervention

Assessment of literacy skills, primarily for students with reading difficulties.  Assessments include formal and informal literacy measures with an emphasis on identifying strengths and weaknesses in literacy development.  The assessment process incorporates administration, analysis, interpretation and the preparation of a formal report. This is the first of a two-course sequence with RDNG 605.

Pre-/Co-requisite: RDNG 674


Reading 605 Practicum in Literacy Intervention (OLD RDNG 642)

Practicum to interpret and translate literacy assessments into instruction. In a reflective model, students will develop and deliver lessons for struggling readers while monitoring progress towards individualized goals. Responsibilities include communication and coordination with families.  This is the second of a two-course sequence with RDNG 604.

Pre-requisite: RDNG 604


RDNG 616 Organization and Leadership of Reading Programs

Focus on the procedures, skills, and dispositions associated with the development, implementation, and leadership of literacy programs at a school and district level; roles of reading specialists, professional development, program evaluation, change processes.


RDNG 634 Reading Research & Trends (OLD RDNG 614)

This course is a seminar for doctoral students or advanced master’s students in reading, English as a second language (ESL), educational psychology, or other related fields. In this course, we will: a) explore recent research in reading; b) identify trends and patterns in research designs and findings; and c) generate new research hypotheses and guidelines for improving current practice.


RDNG 635 Theories of Reading Processes (OLD RDNG 615)

This course is a seminar for doctoral students or advanced master’s students in reading, language arts, English as a second language (ESL), educational psychology, or other related fields. In this course, we will study major classical and contemporary theories of reading processes, discuss empirical research designed to examine these theories and evaluate the practical implications of these theories and empirical studies.

Program Details

Degree: Teacher Certification Program
Program Delivery: Online or On-Campus



Request Information

Can't find what you are looking for?

Contact TLAC