The Reading Master's degree program for certified teachers.
Master of Education in Reading - Option II Non-Thesis
The curriculum for the Master of Education in Reading involves a minimum of 36 semester hours of study. The outline of study is as follows:
|EDCI 595||Research Lit Tech (3 semester hours required)||3|
|Required Reading Courses (24 semester hours)|
|RDG 520||Literacy and Instruction I||3|
|RDG 521||Literacy & Instruction II||3|
|RDG 523||Promoting Literacy Through Language Acquisition and Development||3|
|RDG 528||Integrating Writing||3|
|RDG 540||Content Area Reading||3|
|RDG 560||Literacy Assessment||3|
|RDG 562||Critical Issues in Lit Edu||3|
|RDG 567||Practicum in Organizing for Effective Literacy Instruction in Elementary, Middle, and High School||3|
|Support Courses (9 semester hours)|
Support courses may be substituted with advisor approval
|ELED 545||Issues in Dev Elem Curriculum||3|
|ELED 524||Lang Arts Curr Grds 1-8||3|
|PSY 545||Developmental Psychology||3|
Note: Successful completion of the Comprehensive Exam is required of all students.
RDG 515 - Read/Learn Content Area
Reading and Learning in Content Areas. Three semester hours. This course is designed for graduate students in the emergency permit program seeking initial teacher certification. The focus is on reading comprehension, concept development and strategies for interacting with expository materials. The role of the teacher, the text, and the student are examined in the learning process. Text analysis methods, teacher directed strategies, reader-based strategies, and literature are discussed as appropriate for all elementary and secondary grade levels. Enrollment is limited to teachers on emergency certification.
RDG 516 - Foundations of Reading
Foundations of Reading Instruction. Three semester hours. This course is designed for graduate students in the emergency permit or alternative certification program seeking initial teacher certification. The focus is on the reading process and the factors that condition its development. The importance of reading in school and in life serves as a background for critical evaluation of the methods and materials of reading instruction. Special consideration is given to the essential components of research-based programs and the features of classrooms that support effective beginning reading instruction.
RDG 520 - Literacy and Instruction I
Literacy and Instruction I. Three semester hours. This course focuses on the application of knowledge of the interrelated components of reading across all developmental stages, including oral language, phonological and phonemic awareness, the alphabet principle, word analysis, fluency, comprehension, vocabulary, written language, concepts of print, and expertise in reading instruction at the primary, intermediate/middle, and high school levels.
RDG 521 - Literacy & Instruction II
Literacy and Instruction II. Three semester hours. This course explores research proven classroom strategies for student comprehension development and expression through writing, with a focus on the reader, the writer, texts, and the transaction. In addition, this course examines assessment of reading comprehension and writing, with attention on profiling class needs and individual needs and abilities, the selection of appropriate books and materials for grouping, and the teacher as a reading professional.
RDG 523 - Promoting Literacy Through Language Acquisition and Development
Promoting Literacy Through Language Acquisition and Development. Students in this course will gain knowledge and skills in primary and secondary language acquisition, including the relationship of these languages, to facilitate and promote literacy. Other skills include: conducting appropriate reading assessments on an ongoing basis; designing and implementing effective reading instruction that reflects state content and performance standards addressing the needs of all learners; applying knowledge of reading difficulties, dyslexia, and reading disabilities to facilitate and promote literacy; and using research-based reading instruction that is collaborative and consultative with colleagues, mentoring, coaching, and providing professional development
RDG 528 - Integrating Writing
Integrating Writing in the literacy program. Three semester hours This course is designed to increase awareness and understanding of writing within the context of literacy attainment. This course will study various components of writing that enhance classroom instruction.
RDG 529 - Workshop
Workshop in Reading. Three to six semester hours. May be graded on a satisfactory (S) or unsatisfactory (U) basis.
RDG 540 - Content Area Reading
Diagnostic and perscriptive teaching and learning strategies based on needs assessment. Instructional strategies discussed are appropriate for all grade levels and all content areas.
RDG 560 - Literacy Assessment
Diagnosis and Treatment of Reading Problems. Three semester hours. Designed to refine the diagnostic and remedial skills of the student through the study of clinical instruments, formal and informal measurements, and study of clinical cases.
RDG 562 - Critical Issues in Lit Edu
Critical Issues in Literacy Education. Three semester hours. This course is designed to increase awareness and understanding of critical issues surrounding the evolving concept of literacy. This course will study selected issues affecting educational thought and schooling practices emphasizing critical analysis of the cultural, political and sociological contexts of school-societal problems.
RDG 567 - Practicum in Organizing for Effective Literacy Instruction in Elementary, Middle, and High School
The graduate reading course provides opportunities through practicum component to apply substantive, research-based instruction that effectively prepares reading specialist and MRT candidates to deliver a balanced, comprehensive program of instruction in reading, writing, and related language arts.
RDG 589 - Independent Study
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.
RDG 597 - Special Topics
Special Topics. One to four semester hours. Organized class. May be graded on a satisfactory (S) or unsatisfactory (U) basis. May be repeated when topics vary.
RDG 640 - Seminar in Research
Seminar in Research. Three semester hours. A study of significant research in literacy and related areas. May be repeated once. Prerequisite: Doctoral level standing or consent of the instructor.
RDG 650 - Child, YA, & Multicul Lit
Child, Young Adult, & Multicult Lit: History, Pedagogy, and Technology This course will address four major literature issues related to elementary and secondary school students: 1) explore children’s, young adult literature, and multicultural literature genres, 2) research current and historical trends and issues, 3) investigate integration and cross curricular pedagogical issues, and 4) probe the expanding definition of texts in a technological medium. Prerequisite: Doctoral level standing or consent of instructor.
RDG 667 - Reading Proc:Theor & Impl
The Reading Process: Theories and Implications. Three semester hours. An in-depth analysis of varied definitions and theories of reading including examination of implication for reading instruction. Prerequisite: Doctoral level standing or consent of the instructor.
RDG 689 - Independent Study
Independent Study in Reading. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.
RDG 690 - Seminar in Rdg Ed
Seminar in Reading Education. Three semester hours. In depth analysis of major topics of critical concern to the profession. Nine semester hours may be applied to a doctoral degree when topics vary. Prerequisite: Doctoral level standing or consent of the instructor.
RDG 692 - Learning to Read
Learning to Read: From Research to Best Practice. Three semester hours. The 21st century began with a renewed call to "leave no child behind" in learning to read. But how can this be accomplished? This course is designed to examine the major approaches to beginning reading that have been advocated and practiced over the past 50 years. Participants will answer the questions "Can all children learn to read?" and "What does the research say about beginning reading instruction?" Prerequisite: Doctoral level.
RDG 697 - Special Topics
Special Topics. Three semester hours. (Same as ElEd 697) Organized class. May be repeated when topics vary. Prerequisite: Doctoral level standing or consent of the instructor.