Programs in Literacy Education

Courses

For course sequence, request a program calendar. Credits are listed in parentheses.

M.A. in Literacy Education requires completion of all courses (32 semester credits).

K-12 Reading Licensure requires completion of EDUC600, EDUC601, EDUC602, EDUC607, EDUC612, EDUC622, EDUC626, EDUC635 (18 semester credits).

Certificate in Literacy requires completion of EDUC600, EDUC601, EDUC602, EDUC607, EDUC612, EDUC622 (13 semester credits).

EDUC600 • Explorations in Literature (3)

Overview of the fields of children’s and adolescent literature with an emphasis on the use of tradebooks in the classroom. Learners will read and critically review a wide variety of genres across a span of age groups as well as develop a bibliography for future curriculum development in EDUC602, EDUC607, and EDUC612.

EDUC601 • Foundations of Reading (2)

Introduction to the historical and pedagogical issues related to the field of reading instruction. Examination of the reading process from both a psychological and socio-cultural perspective. Emphasis on current educational principles as they relate to the cognitive, linguistic development of children, preadolescents, and adolescents. Review of current research as well as national initiatives in reading instruction. Prerequisite: EDUC600.

EDUC602 • Reading Instruction in Primary Grades (2)

Focus on the development of reading proficiency in young children, grades K-2. Best practices in literacy that foster phonemic awareness, alphabet recognition, phonology, and word study. Design and implementation of a developmentally appropriate curriculum and instructional strategies for a wide range of abilities in literacy for young learners. Prerequisites: EDUC600, EDUC601.

EDUC607 • Reading Instruction in Intermediate Grades (2)

Development of skills and understandings to teach reading in the intermediate grades (3-6). Emphasis on the development of comprehension in a wide range of reading contexts, including fiction and expository text in a context that develops engagement in reading for pleasure and learning. Examination of methods to strengthen decoding, reading fluency, vocabulary, and concept development. Application of research and theory to evaluate and design curriculum. Prerequisites: EDUC600, EDUC601, EDUC602.

EDUC612 • Strategy Instruction in Content Areas (1)

Exploration of comprehension strategies that assist textbook understanding. A variety of expository texts found across content areas will be examined. Examination of behaviors of adolescent readers and instructional strategies to increase comprehension and understanding of texts. Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607.

EDUC614 • Educational Research (1)

Focus is on understanding and reporting educational and psychological research. Learners will conduct online computer searches, appraise the quality of professional literature, cite research using APA style, and understand the options of writing a master’s thesis or conducting an action research project. Graded on an S/U basis.

EDUC622 • Assessment and Evaluation in Reading (3)

Focus on best practices in formal and informal assessments. Engagement in assessing, measuring, evaluating, and reporting individual and group performance in reading. Evaluation of data to make informed decisions for instructional and curricular purposes. Participation in data analysis teams and development of expertise in reporting assessment results to a wide variety of audiences. Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607, EDUC612.

EDUC626 • Leadership and Supervision in Reading (2)

Examination of the role of a reading specialist in assisting and directing district and school-wide programs in reading. Examination of ways to align district and school goals as they relate to state and federal initiatives. Exploration of fiscal, budgetary, and purchasing practices for operating a comprehensive reading program. Learners will develop expertise in planning and providing effective professional development programs. Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607, EDUC612, EDUC622.

EDUC635 • Reading Clinic (3)

A practicum designed to give learners clinical experience. Application of best practices in assessment and analysis of data. Select materials and plan instruction for students who are in need of an intervention or remediation. Application of effective practice in teaching students in a clinical experience in either an elementary, middle level, or high school program. Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607, EDUC612, EDUC622, EDUC626.

EDUC640 • Portfolio Design (1)

A workshop for learners on how to prepare a professional documentation portfolio. The portfolio will be part of the requirements for the application to the BOT Teachers of Reading License. It will cover the 26 competencies outlined by the Board of Teaching Outcomes, 8710.4725. Assists students in selection of representative artifacts, the creation of written reflections, and the process of documentation of performance. Graded on an S/U basis.

EDUC642 • Advanced Diagnosis and Remediation (2)

Designed for practitioners who have the responsibility for assessing, developing, and administrating compensatory programs for students experiencing difficulties in reading. Focus is on the nature and causes of reading difficulties. Considerations in addressing the instructional needs of students experiencing reading difficulties. Exploration of assessment instruments; and focus on effective remediation practices.

EDUC652 • Writing Instruction and Literacy Practices (3)

Review of current and historical research and theory on K-12 writing instruction practices, as well as methods, strategies, assessments, and materials for implementing research-based writing instruction practices. In addition, weaving writing instruction into the languages arts curriculum (and other content areas) will be covered.

EDUC657 • Language, Literacy, and Cultural Diversity (3)

Examination of issues related to literacy acquisition in English Language Learners (ELLs) and their instructional implications. Topics include first and second language acquisition (SLA), bilingualism, language and identity, social and cultural factors in SLA, reading and writing in a second language, and content reading.

Choose one option:

Option One: Thesis

EDUC752 • Writing the Thesis (1)

Preparation for writing the master’s thesis. Focus is on the writing process and will include the following topics: information on the nature and scope of the master’s thesis, selection and delimitation of thesis topic, APA style, and the oral examination process. Graded on an S/U basis. Prerequisite: EDUC614.

EDUC791 • Master’s Thesis (3)

Exploration of a significant educational issue relevant to the student’s professional involvement through an independent, individually supervised thesis. Graded on an S/U basis. Prerequisites: EDUC614, EDUC752.

Option Two: Project

EDUC754 • Conducting Action Research for the Master’s Project (1)

Action research is a systematic inquiry conducted by educators involved in the teaching/learning process. Information is gathered to help understand and solve a problem within the researcher’s scope of influence. Preparation for conducting and reporting on the action research project. Focus is on seven phases of action research: selecting an area or focus, studying the professional literature, collecting data, organizing data, analyzing and interpreting data, taking action, and assessing action. Graded on an S/U basis. Prerequisite: EDUC614.

EDUC792 • Master’s Project (3)

Systematic inquiry into a real life school-based problem or situation. This independent, individually supervised project includes a review of professional literature, data handling (collection, organization, analysis, and interpretation), taking action, assessing action, and reporting on action. Graded on an S/U basis. Prerequisites: EDUC614, EDUC754.

The Board of Trustees reserves the right to change any financial charges or regulations listed.

Board of Teaching Outcomes

EDUC600: Explorations in Literature (3)
Focuses on the following Board of Teaching Outcomes-8710.4725 TEACHERS OF READING

A5: Has a comprehensive grasp and appreciation of a wide range of children's adolescent, and adult narratives
A8: Knows that information is gained from reading in and outside of school and that information is understood, valued, remembered and is used
A9: Fosters higher order thinking skills and behaviors such as thinking independently, withholding judgment, recognizing point of view and bias, and considering multiple solutions
A11: Reads widely and independently for learning, understanding, and enjoyment
C8: Understands and applies instructional and informational technologies and electronic resources to support literacy

EDUC601: Foundations of Reading (2)
Focuses on the following Board of Teaching Outcomes-8710.4725 TEACHERS OF READING

C1: Understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents
C2: Understand and apply the current knowledge and researched-based best practices in reading education at the elementary, middle level, and high school levels and communicate these to colleagues and the wider community
C3: Understand the role of alignment of district, school and department missions and goals in reading program planning as well as current state and federal legislation as it relates to reading
C7: Develop curriculum, strategies, and materials based on the knowledge that reading is the process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language and the reading context
C10: Know what resources are available from professional organizations whose mission is the improvement of literacy

EDUC602: Reading Instruction in Primary Grades (2)
Focuses on the following Board of Teaching Outcomes-8710.4725 TEACHERS OF READING

Knows and applies research, theory, and best practices to teach and foster:

A1: Emergent reading skills such as phonemic awareness, alphabet recognition, and understanding that printed words convey meaning
A2: Word recognition skills including phonics, blending, structural analysis, and contextual analysis
A3: Developing an initial sight vocabulary and an increasingly larger and more complex vocabulary, mastering word-learning strategies such as the use of context and structural analysis, and developing word consciousness
A4: Fluency and automaticity in both oral and silent reading
B3: Understands and applies sound principles in assessing, analyzing, and evaluating reading curriculum
§ B4: Understands how to analyze reading curriculum and instructional designs based on data
B5: Understands and applies best practice in selection of strategies, materials, and instruction for students with a wide range of reading abilities
C2: Understands and applies the current knowledge and research best practice in reading education at the elementary level

EDUC607: Reading Instruction in Intermediate Grades (2)
Focuses on the following Board of Teaching Outcomes-8710.4725 TEACHERS OF READING

A3: Mastering word learning strategies such as use of context, structural analysis, and word consciousness
A4: Applies best practices in fostering fluency and automaticity in oral and silent reading
A5: Demonstrates a comprehensive understanding of and an appreciation for a wide range of children's and pre-adolescent narratives and informational texts
A6: Knows and applies best practices in comprehension and learning from expository text found in a variety of content areas in and out of school
A7: Understands and applies comprehension strategies such as adjusting reading approach, activating background knowledge, summarizing, generating questions, constructing mental representations, and self-monitoring
A8: Fosters understanding, remembering, valuing, and using information gained from inside and outside of school
A9: Fosters higher order thinking skills such as thinking independently, withholding judgment, recognizing point of view and bias, and considering multiple solutions
A10: Applies best practice in writing strategies to advance reading development and learning from text
A11: Fosters reading widely and independently for learning, understanding, and enjoyment
B5: Applies best practice in selecting strategies, materials, and instruction for students with a wide range of reading skills
C2: Understands research based best practices at the elementary and middle level
C4: Understands, provides, and models instructional strategies to improve student reading across the curriculum
C7: Develops curriculum strategies and materials based on the knowledge that reading is the process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language, and the reading context

EDUC612: Strategy Instruction in Content Areas (1)
Focuses on the following Board of Teaching Outcomes-8710.4725 TEACHERS OF READING

A6: Teaches comprehension and learning from expository texts such as articles, essays, textbooks, technical manuals, and original documents found in a variety of disciplines and content areas in and out of school
A7: Teaches comprehensions strategies such as adjusting reading approach, activation background knowledge, summarizing, generating questions, constructing mental representations, and self monitoring
A8: Fosters understanding, remembering, valuing, and using information in and out of school
A9: Fosters higher order thinking skills and behaviors such as thinking independently, withholding judgment, and recognizing point of view and bias
A10: Encourages writing to advance reading development and learning from text
A11: Encourages reading widely for learning, information, and enjoyment
C2: Applies best practices in reading at the high school level
C4: Provides and models instructional strategies to improve reading across the curriculum
C7: Develops materials, curriculum, and strategies based on the knowledge that reading is an interactive process between and among factors related to the reader, text, and context
C8: Applies instructional and informational technologies and electronic resources

EDUC622: Assessment and Evaluation in Reading (3)
Focuses on the following Board of Teaching Outcomes-8710.4725 TEACHERS OF READING

B1: Understands and applies best practice in individual and group reading assessments
B2: Understands and applies sound principles of analysis and evaluation of individual and group reading assessment data
B3: Understands and applies sound principles assessing, analyzing and evaluating reading curriculum
B4: Understands and applies informed analysis for advising and implementing reading and curricular decisions based on data
B5: Understands and applies best practice in the selection of strategies, materials, and instruction for students with a wide range of backgrounds and skills ranging from students in need of early intervention or remediation to students with exceptionally advanced reading skills and needs
C6: Understands and applies the standards of effective practice in clinical experiences

EDUC626: Leadership and Supervision in Reading (2)
Focuses on the following Board of Teaching Outcomes-8710.4725 TEACHERS OF READING

B3: Applies sound principles in assessing, analyzing, and evaluating curriculum
B4: Applies sound principles of advising and implementing reading curricular and instructional decisions based on data
B5: Applies best practice in selection of strategies, materials, and instruction for students with a wide range of abilities and backgrounds
C2: Applies current knowledge and researched-based best practices in reading practices in reading education at the elementary, middle level, and high school levels and communicate these to colleagues and the wider community
C3: Understands the role and alignment of district, school, and department missions and goals in reading program planning as well as current state and federal legislation as it relates to reading
C5: Knows fiscal, budgetary, and purchasing practices for operating a comprehensive reading program
C6: Applies standards of effective practice in teaching students reading across all age groups and abilities
C9: Prepared to provide professional development that supports supplementing and improving reading instruction and curriculum
C10: Access resources from professional organizations dedicated to literacy

EDUC635: Reading Clinic (3)
Focuses on the following Board of Teaching Outcomes-8710.4725 TEACHERS OF READING

A2: Word recognition skills including phonics, blending, structural analysis, and contextual analysis
A3: Developing an initial sight vocabulary and an increasingly larger and more complex vocabulary, mastering word-learning strategies such as the use of context and structural analysis, and developing word consciousness
A4: Fluency and automaticity in both oral and silent reading
A7: Plans and assesses comprehension strategies applied to expository texts and a wide range of printed material
A8: Plans and assesses understanding, remembering, valuing, and using information gained from reading
A11: Encourages and monitors reading widely for learning, understanding, and enjoyment
B1: Applies best practices in individual reading assessments
B2: Applies sound principles of analysis and evaluation of assessment data
B3: Applies sound principles in assessing, analyzing, and evaluating reading curriculum
B4: Makes curricular and instructional decisions based on data
B5: Uses best practice strategies in selecting materials and planning instruction for students in need of an intervention or remediation
C1: Plans and implements activities consistent with educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents
C2: Applies current knowledge and research-based best practices in reading education at all levels and communicates the findings to colleagues
C4: Provides and models instructional strategies to improve student reading across the curriculum
C5: Applies budgeting and purchasing practices for operating a reading clinic
C6: Applies effective practice in teaching students in a clinical experience in either an elementary, middle level, or high school program
C7: Creates materials that are consistent with the belief that reading is an interactive process
C8: Applies instructional and electronic resources to support literacy
C10: Knows what resources are available from professional organizations whose mission is the improvement of literacy

EDUC640: Portfolio Design (1)
Each candidate for the K-12 reading license will demonstrate competence in the outcomes specified in 8710.4725 Teachers of Reading Board of Teaching rule. Artifacts demonstrating such competence and expertise in the following areas will be submitted to the Program Director:

A. A teacher of reading understands the reading process and the process of learning to read.

A teacher of reading can design curriculum and instruction that advances student reading proficiency
A teacher of reading can design curriculum and instruction that encourages students to value reading
A teacher of reading can apply research theory and best practice to teach :
Phonemic awareness
Phonics
Vocabulary
Comprehension
Fluency

A teacher of reading understands how to assess the reading development of individual students
A teacher of reading understands how to assess the reading development of groups of students
A teacher of reading uses assessment data to design appropriate reading curriculum and instruction
A teacher of reading knows how to communicate assessment information to relevant audiences

A teacher of reading understands current knowledge and research based best practices at the elementary level
A teacher of reading understands current knowledge and research based best practices at the middle level
A teacher of reading understands current knowledge and research based best practices at the high school level
A teacher of reading understands the role of alignment of goals at the district, school, state, and federal level
A teacher of reading provides professional development that communicates current knowledge and researched best practices