Literacy

Literacy Matrix

The Literacy Matrix, developed in collaboration with the University of Florida Literacy Institute, develops the specialized skills and knowledge teachers need to deliver effective reading instruction.

Program Overview

a teacher in front of a pinboard with papers.

The Literacy Matrix is an online, asynchronous professional learning system that builds educators’ knowledge of research-supported and evidence-based reading instruction.

This online professional learning system consists of Science of Reading-based training and resources that prepare educators to:

Effectively teach reading
Diagnose reading difficulties
Intervene appropriately using research-based strategies

Participants demonstrate evidence of their learning while receiving personalized feedback from expert literacy navigators.

Eligible Participants

This program is available for free to K-12 educators and coaches in Florida’s public schools, including public charter schools, pursuing a pathway to the Reading Endorsement.

Please note: Participation may be contingent upon district approval. Please contact your district representative for more information.

Benefits

$3,000 in stipends for eligible educators who successfully complete Competency 1 through a Literacy Micro-Credential, Competencies 2-5 through the Literacy Matrix and apply for the Florida Reading Endorsement
300 hours of professional learning (60 hours from Competency 1/Literacy Micro-Credential and 240 hours from Competencies 2-5)
Approved pathway to the Florida Reading Endorsement

Format

Literacy Matrix Competencies 2-5 are online modules that include:

Videos
Handouts
Interactive media elements
Pre- and post-assessments

How to Apply

Apply by August 7.

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Please see these instructions for help getting started.

Stipend Information

Literacy Matrix Competencies 2-5:

Please visit the Stipends Hub for information about the 2025-26 stipends.

Visit Stipends Hub

Timeline

The Literacy Matrix Competencies 2-5 take 6 months to complete. Participants are encouraged to commit 10 hours per week on their coursework.

Applications will open on July 20, 2026.

Course	Start Date	End Date
Literacy Micro-Credential Competency 1	August 24, 2026	November 10, 2026
Competency 2	December 1, 2026	January 5, 2027
Competency 3	January 12, 2027	February 8, 2027
Competency 4	February 23, 2027	March 22, 2027
Competency 5	March 30, 2027	May 31, 2027

Educators enrolled in a Literacy Micro-Credential will automatically advance to Competencies 2-5 with their cohort.

Returning Educators Requiring Competency 5 ONLY

Course	Enrollment Opening	Session Start Date	Session End Date
Competency 5	July 20, 2026	January 12, 2027	March 15, 2027

Educators who do not earn mastery in our first Competency 5 offering will have the opportunity to participate in the Competency 5 offering, which begins March 30, 2027.

Required Competencies

The requirements for the Reading Endorsement consist of 5 courses.*

Competency 1: Foundations of Reading Instruction

Foundations of Reading Instruction encompasses the reading process with a focus on developing emergent literacy skills and progressing through the phases of word reading, resulting in comprehension as the final outcome.

Either the Elementary Literacy Micro-Credential or the Secondary Literacy Micro-Credential can be used to satisfy Competency 1.

Course Requirements
• Consists of 3 parts.
• All course content is completed in the course timeline.
• Educators are required to earn a minimum of 80% on the post-assessment in Part 1 and Part 2 to master this course.
• Educators are required to earn a minimum of 80% on course assignments in Part 3.
• Educators receive support from a course navigator as they work through their coursework.

Course Pacing
11 week term

Competency 2: Application of Evidence-Based Instructional Practices

Applications of Evidence-based Instructional Practices encompasses the reading process with a focus on understanding and applying intentional, explicit, systematic, and sequential instructional practices for scaffolding the development of oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension.

Course Requirements
• Asynchronous course.
• All course content is completed in the course timeline.
• Educators are required to earn a minimum of 80% on the post-assessment to master this course.
• Educators receive support from a course navigator as they work through their coursework.

Course Pacing
4 week term

Competency 3: Foundations and Applications of Assessment

Foundations and Applications of Assessments encompasses the reading process with a focus on understanding and applying measurement concepts and characteristics of reading assessments, including administering and analyzing data of formative, summative, formal, and informal reading assessments across each component of reading.

Course Requirements
• Asynchronous course.
• All course content is completed in the course timeline.
• Educators are required to earn a minimum of 80% on the post-assessment to master this course.
• Educators receive support from a course navigator as they work through their coursework.

Course Pacing
4 week term

Competency 4: Foundations and Applications of Differentiated Instruction

Foundations and Applications of Differentiated Instruction encompasses the reading process with a focus on understanding and applying differentiated evidence-based reading instruction in oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension, ranging from enrichment practices to intensifying interventions.

Course Requirements
• Asynchronous course.
• All course content is completed in the course timeline.
• Educators are required to earn a minimum of 80% on the post-assessment to master this course.
• Educators receive support from a course navigator as they work through their coursework.

Course Pacing
4 week term

Competency 5: Demonstration of Accomplishment

Demonstration of Accomplishment encompasses the reading process with a focus on connecting reading theories, including Adam’s Model of the Reading Process, Ehri’s Phases of Word Recognition Development, the Simple View of Reading, and Scarborough’s Reading Rope to teacher practice in assessment, instruction, and intervention for six primary areas of reading: Oral Language, Phonological Awareness, Early Decoding, Advanced Decoding, Fluency, and Comprehension.

Course Requirements
• Navigator-led course.
• Requires educators to work with a group of 9 students as they complete a series of 4 assignments.
Note: This course requires educators to work directly with a group of 9 students of the same grade level and to record and upload lessons delivered with those students.

Course Pacing
9 week term

*Learners working toward a reading endorsement in the Literacy Matrix will be required to complete either the Elementary or Secondary Literacy Micro-Credential/Competency 1 as a prerequisite.

A woman reading the book "Hello Ocean" with her daughter.

Real Educators See Real Impact

“The strategies were great and I loved how it not only discussed the strategy but also showed us how to do it with a teacher modelling.”
Literacy Matrix participant

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