Core Reading Requirements (24 hours)
READ 5423 Literacy: Practice to Theory. Theories, issues, and practices in
teaching literacy from early childhood through high school. Understanding and
construction of literacy theory and processes in relation to practice; observing
learners; informed decision making based on formal and informal assessments;
addressing the needs of all learners including second language learners. Field
experience required. This course is a prerequisite for all reading courses. Three
lecture hours a week. Credit: Three hours.
READ 5443 Literacy Assessment and Instruction. Instruction, analysis and
application of research based formal and informal literacy assessments; use of
assessments to guide responsive instruction; ability to communicate outcomes and
standards to various audiences. Field experience required. Prerequisite: READ 5423.
Three hours a week. Credit: Three hours.
READ 5453 Processes and Strategies for Comprehending Texts. Theories and
practices related to literacies across a variety of print and non-print texts and genres.
Focus on providing optimal environments for comprehension and interpretation of
texts and on developing studentsí independent uses of strategies for engaging with
these texts. Field experience required. Prerequisite: READ 5423. Three lecture hours
a week. Credit 3 hours.
READ 5503 Phonological and Orthographic Language Systems in Literacy
Learning. Focuses on language processes, including phonological and orthographic
language systems related to literacy development. Research and theory related to
letters, sounds and their relationship, word analysis, and spelling will be used to
critique and evaluate reading programs and design customized assessment and
instruction. Field experience required. Prerequisite: READ 5423. Three lecture hours
a week. Credit 3 hours.
READ 5463 Practicum in Literacy: Analysis of Teaching and Mentoring. Clinical
experiences in classrooms, small group and individual instruction; diagnosis, analysis
and teaching utilizing assessment data and research based practices; application of
mentoring and coaching strategies for collaborating with professional colleagues and
parents. Field experience required. Prerequisite: READ 5423. (*Highly suggest READ
5503-POPS course above be taken before this course) Three lecture hours a week.
Credit 3 hours.
READ 5513 Literacy and the Diverse Learner. Theories, issues, and practices of
literacy instruction in various academic settings for EC-12 learners of divers linguistic,
cultural, economic, and academic backgrounds. Field experience required.
Prerequisite: READ 5423. Three lecture hours a week. Credit 3 hours.
READ 5523 Supervision and the Teaching of Reading. Problems in improvement of
reading instruction; studies in organization and implementation of reading programs.
Field experience required. Prerequisite: READ 5423. Three lecture hours a week.
Credit 3 hours.
READ 5493 Research in Literacy: Responsive Action in Schools. Critical reading,
evaluation and design of research in literacy; understanding of research trends in
literacy; effective communication of research for decision-making in literacy at the
program-level. Prerequisites: READ 5423, admission to graduate program, and
completions of at least 15 graduate hours in reading. (*Suggested as final course
before professional paper or seminar course). Three lecture hours a week. Credit 3
Childrenís Literature (3 hours)
LS 5603 Literature for Children and Young Adults. Survey of literature and
reference materials for children and young adults. Emphasis on reading interests,
professional evaluation, educational uses, and readersí advisory. Three lecture hours
per week. Credit 3 hours.
Focus Area (6 hours-courses must have advisorís approval)
Example Focus Areas:
- Early Literacy/Reading Recovery
- Early Childhood
- Adolescent/Secondary Literacy
- Literacy Leadership
- Library Science
Many of the courses for the focus areas are offered through online or blended delivery.
Research (3 hours)
READ 5963. Seminar In Literacy Research. Completion and presentation of
research based professional portfolio; development of professional goals; development
and implementation of professional research-based presentations. Prerequisites:
READ 5423, READ 5493, and 4 other READ courses in the core. Credit: Three hours
Total for M.Ed.: 36 hours
Note: A Master of Arts option is available requiring completion of a thesis (6
hours). If you are interested in this option, please talk with your advisor.
Core Reading Courses (18 hours including these courses)
READ 6533 Foundations for Reading: Physiological and Psychological Dimensions. Critical examination of scientific studies and theories related to the physiological and psychological aspects of the reading act, analysis of facilitating and inhibiting factors in early reading development and appraisals of approaches to teaching beginning reading in relation to this analysis. Prerequisite: Three to six hours of graduate study in reading and child development or permission of instructor. Three lecture hours a week. Credit: Three hours. (Fall Semester)
READ 6573 Reading as Related to Language. Exploration of contributions and research of linguists, sociolinguists, psycholinguists, and psychologists to the teaching of reading; examination of role of language in reading process including the social and cultural foundations oflanguage use. Prerequisites: READ 6533 or permission of instructor. Three lecture hours a week. Credit: Three hours. (Spring semester.)
Additional Core (12 hours) and Elective (12-15 hours) Courses (May be selected from the following list. Electives may be taken outside the Department of Reading with approval of the student's advisor)
READ 6483 Qualitative Research. Theories and methods of qualitative research conducted in social settings. Prerequisite: doctoral level graduate status. Three lecture hours per week. Credit: Three hours.
READ 6493 Advanced Qualitative Research Design and Analysis. Advanced methods of qualitative research design, collection and analysis of data gathered in social settings. Prerequisite: Graduate introductory level qualitative research course. Three lecture hours a week. Credit: Three hours.
READ 6513 Observing and Responding to Young Readers. Focus on the systematic and controlled observation of young children using a series of diagnostic survey instruments. Additional content emphasis includes the teacher's role in responding to emerging readers, based on actual observations of literacy behaviors and theoretical literacy perspectives. Credit: Three hours.
READ 6523 Early Literacy Intervention. Focus on the procedure for working with emerging at-risk readers and writers. The course content is based on strategies children need to be independent readers and writers. Course content and presentation reflect a highly-theoretical teacher decision making model based on actual observation of teacher-child interactions. Credit: Three hours.
†READ 6583 Research in Reading. Description of methods and techniques employed in reading research; critiquing significant research and developing appropriate designs to study research topics. Prerequisites: Twelve to 15 graduate hours in reading, six hours of statistics, or permission of instructor. Three lecture hours a week. Credit: Three hours. (Summer).
†READ 6593 Advanced Reading Research Design: Analysis and Evaluation. Methods of inquiry about the reading process: teaching, learning, proposal development. Prerequisites: Fifteen hours of graduate study in reading including READ 6583, six hours of statistics, or permission of instructor. Three lecture hours a week. Credit: Three hours. (Summer).
†READ 6663 Practicum. Registration in the areas of reading, kindergarten and or early childhood teaching or by field placement in an administrative or supervisory setting. Type of placement will vary with student's area of major concentration and past experience. Prerequisite: Nine hours of doctoral credit or permission of instructor. Credit: Three to nine hours.
†READ 6563 The Nature of Literacy in the Adolescent Years. Examination of the expanding body of research, policy, history, and underlying theories of "adolescent literacy"; implementation of research findings in instruction; consideration of adolescent engagement in situated literacies involving new multi-literacies; influences of social, cultural linguistic, and historical factors .. Credit: Three hours.
†READ 6683 Doctoral Seminar in Reading. Variable content. In depth examination of research relevant to topics. Prerequisites: three to six graduate hours in reading or permission of instructor. Three lecture hours a week. Credit: Three hours. May be repeated for up to 12 hours credit with permission of student's advisor.
†READ 6903 Special Topics. Variable content. Prerequisite: Permission of instructor. Credit: Three hours.
†READ 6911 Independent Study. Variable content. Individual research relating to a problem of professional interest and significance. Prerequisites: Permission of instructor and post -master's standing. Credit: One hour. May be repeated for up to 12 hours' credit with permission of student's advisor.
Courses for the minor or supporting field are selected in consultation with the advisor (12-15 hours).
Students must take at least 12 hours outside of the Department of Reading.†The courses must first be approved by the advisor.
Dissertation (12 hours):
†READ 6983 Dissertation. Credit: Three hours. May be repeated for up to six hours' credit.
†READ 6993 Dissertation. Credit: Three hours. May be repeated for up to six hours' credit.
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