About CERI

The Center for Effective Reading Instruction (CERI) is a nonprofit, tax-exempt subsidiary of the International Dyslexia Association, incorporated under the laws of the State of Maryland.

The Center for Effective Reading Instruction (CERI), an affiliate of the International Dyslexia Association (IDA), is pleased to offer professional certificates and certifications to qualified individuals teaching and supporting reading in public and private general, remedial, and special education settings.  These certificates and certifications include:

CERI certificates and certifications reflect the common features of national and international certifying body standards that define the minimum requirements for a professional certification program to be considered valid and reliable.  Included among these features are stakeholder involvement and the separation of candidate training activities from certification activities.

CERI certificates and certifications were developed with the input of multiple stakeholder groups, including, but not limited to: general educators and remedial reading interventionists employed in public and private settings; higher education faculty;  reading researchers;  speech language pathologists; independent educator training organizations and companies reflecting a variety of programs and approaches; public and private school administrators; state department of education representatives. When establishing the minimum total  practicum hours and impact requirements for certified Structured Literacy/Dyslexia Interventionists and Structured Literacy/Dyslexia Specialists for example, CERI carefully evaluated the scientific research concerning impaired readers’ response to interventions provided, consulted researchers within the field,  evaluated supervised practicum requirements of other independent reading certification programs and approaches, and secured input from multiple stakeholders through committees and public comment initiatives.

CERI certificates and certifications are an objective measure of a professional’s level of expertise as defined by the profession, not by a particular educational program provider or training organization.  Candidates who complete a training program or course of study in a specific reading approach or program may be awarded a “certification” by the program or organization; however, these differ from the professional certifications issued by CERI.  Rather, certifications awarded by organizations and agencies that also engage in candidate training and education recognize candidates for having met the learning outcomes and targets that the provider has identified for their program or approach.  In contrast, professional certifications issued by CERI verify that a reading professional has achieved a baseline level of professional competence as defined by the profession, independent of any particular program, approach, or product.

All CERI certificate and certification holders are knowledgeable about the following essential concepts, as assessed by the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI):

  • language and reading development
  • the structure of language
  • how to recognize and intervene on behalf of reading difficulties
  • how to utilize screening, diagnostic, and progress monitoring measures to support the attainment of improved reading outcomes
  • how to plan, deliver, and manage the provision of systematic, explicit, cumulative reading and writing lessons
  • the importance of upholding ethical professional practices

Advanced CERI certifications are reserved for professionals who have demonstrated the ability to positively impact students’ reading profiles.  CERI certifications that endorse candidates to serve the remedial reading needs of off-track readers and readers with profiles characteristic of Dyslexia (Structured Literacy Interventionist, Structured Literacy Specialist) require candidates to successfully complete a supervised practicum experience with an IDA Accredited Provider.  These practicum experiences require candidates to demonstrate the ability to meaningfully impact a student’s or students’ reading profiles using a combination of valid, reliable Curriculum Based Measures (CBM) and also, Curriculum Based Assessments.