52 - Education

This course will focus on ways in which teachers can use technology to promote reading and writing strategies in today’s classrooms. Particular emphasis will be placed on the role of the reading professional in supporting and leading school efforts to select, evaluate, and use technologies and online materials with all students and to make adaptations for those who struggle or English language learners. The changing role of technology in literacy instruction and assessment will be examined, with a critical stance toward the variety and use of technology resources. In addition, the course will provide students with an opportunity to interact with technology resources that can provide evidenced-based, authentic literacy instruction.

This course focuses on the critical evaluation and use of literature and alternative texts appropriate for P-12 learners. Emphasis will be placed on the selection of texts from traditional print, digital, and online resources that represent a broad range of levels, interest, and cultural and linguistic diversity. Candidates will explore use of such materials to engage and motivate learners in a comprehensive literacy program.

This course addresses the foundations, theories, materials, and practical applications of strategies applicable to reading instruction in grades 4-12 and the content area fields. Emphasis is on functional techniques for improving student reading performance in the upper grades and incorporating reading instructional approaches into subject matter instruction. This course has a 10-hour field work (clinical) component that requires a candidate to reflect upon strategy use in the classroom, to administer and report on an intermediate to secondary student assessment and to observe and interview a teacher at the intermediate to secondary level.

This course will examine the theoretical and historical foundations of reading and writing. Content will also address teaching methods, materials, assessments and organization for reading and writing for the emergent and beginning reader. The importance of converting current research and theory to instructional practice is also addressed. This course has a 10-hour field work (clinical) component that requires a candidate to administer and report the results of reading assessments and to observe and interview teachers of reading at the preschool and primary levels.

The course addresses reading instruction for students with diverse learning needs in our schools. Candidates will develop an understanding of the ways in which diversity influences the reading and writing development of all students and will examine differentiated instructional strategies and materials to support students, especially those that struggle with reading and writing. This course has a 10 hour field work (clinical) component that requires a candidate to observe and reflect on reading instruction in classrooms with differentiated instruction.

This course investigates the causes of reading difficulties and explores procedures for assessing and remediating those difficulties. Examination and administration of current assessment instruments is included. Remediation strategies and materials are discussed and demonstrated. This course has a 10-hour field work (clinical) component that requires a candidate to administer current assessment instruments to a student and summarize the results in a case report.

This course is a practicum utilizing a case study technique in the diagnosis of reading problems, including a collaborative seminar approach to data analysis and interpretation, and selection of interventions. The candidate will select, administer and interpret appropriate formal and informal testing instruments and prepare case reports, which include diagnostic results and recommendations for addressing student strengths and needs through intervention plans. Particular focus will be placed on the analysis of assessment results and supporting teachers and parents in using the results to plan effective instruction, especially for those who struggle with reading and writing, and emphasis will be placed on communicating assessment results to a variety of audiences. A minimum of 20 clinical hours will involve the intensive assessment of students at both elementary and secondary levels, interpretation and analysis of assessment results, and the crafting of case reports.

This course addresses the development of techniques and strategies appropriate for individual and group reading instruction. Organizing for classroom instruction, including collaborating with other professional and paraprofessionals will be examined. Candidates will have the opportunity to coach colleagues through the modeling of effective instruction. Focus is on designing and implementing reading/thinking strategies to assist students in the construction of meaning and comprehension of written language. The 25 hour field work (instructional practicum) allows candidates an opportunity to assess, develop instructional plans, and provide supportive instruction for a student.

This course will examine writing in a balanced literacy curriculum. Candidates will learn how to organize for writing instruction and provide in-depth writing instruction for all students and especially for those who struggle. Content will focus on management strategies, as well as mini-lessons, that blend writing strategies, language skills, and genre structures in the school curriculum.

This course investigates developmental and remedial reading instruction, with particular focus on theories that impact literacy instruction and designing appropriate instruction to address the characteristics of struggling readers. It includes the critical examination of materials and resources to support struggling readers and supporting educators in implementing evidence-based instructional approaches. The course emphasizes using a critical stance toward the scholarship, literature, and research in the field as these influence instructional decisions. A variety of instructional materials, including traditional print, non-print, and online resources is evaluated with an emphasis on meeting the needs of all learners, particularly those struggling to read and write and English language learners.

The dimensions of language acquisition especially as it relates to first and second language acquisition are introduced. Phonetics, phonology, morphology, syntax, semantics, and communicative competence and their implications for ESL and bilingual teachers are addressed.

This course investigates the causes and definition/identification/characteristics of reading problems and explores procedures and assessment instruments appropriate for diagnosis of all readers’ strengths and areas of need. Of particular focus is a comparison and evaluation of a wide range of assessment tools and practices, including current formal and informal diagnostic instruments, and the purposes and use of such tools in planning and evaluating reading instruction. This course provides experience with hands-on administration and interpretation of reading assessment tools and practices and the analysis of data from multiple sources. Clinical hours incorporate the administration of diagnostic instruments and the completion of a case report that synthesizes information into a comprehensive profile of a reader.

This course focuses on the selection, administration, and interpretation of a wide range of assessment tools and practices, including current formal and informal diagnostic instruments and the use of such tools in planning and evaluating instruction. Special attention is given to those instruments designed to evaluate language proficiency and academic achievement in bilingual and English Language Learners, as well as those instruments appropriate for the diagnosis of all readers. Candidates will be able to support teachers in the selection, use, and interpretation of such tools, especially considering characteristics of English Language Learners. Fairness and equity in test selection, administration, and interpretation are addressed. This course provides experience with hands-on administration and interpretation of reading assessment tools and practices and the analysis of data from multiple sources. Field experience (clinical) hours incorporate the administration of diagnostic instruments and the completion of a case report that synthesizes information into a comprehensive profile of a reader.

This course addresses the instruction of students with diverse learning needs such as cultural and linguistic differences, special needs, and differing learning styles from a critical pedagogy perspective. The impact of culture on society and the educational system, and the importance of culture in addressing the educational and social needs of immigrant students are examined, including acculturation and cultural conflict. Specific focus is given to providing targeted reading instruction to meet the diverse needs of students. Participants will develop strategies for designing relevant learning opportunities to foster the academic success of diverse groups in a multi-language, multi-ethnic, and multi-needs learning community.

The course examines the skills to support teachers and other personnel in the design, implementation and evaluation of the reading and writing curriculum for all students. Candidates will also explore ways to build effective school-wide professional development programs and provide individual coaching to support the professional growth of teachers and other educators. Candidates examine the role of the reading professional in community involvement and professional advocacy. This course includes a 25 hour field work (clinical) component, which requires the candidate to develop and deliver a professional presentation to an external audience, provide coaching to a teacher and analyze a district literacy curriculum for improvement initiatives.

(52-566 – 52-569) This is a series of workshops covering topics of interest and importance to persons in the education profession.

This course provides an overview of principles of research and the history and practice of research in educational settings as a tool for leadership and change. The candidate selects a topic that addresses an issue or concern affecting the learning community or education professional. Through examination, participation, and application, the graduate candidate will develop a research proposal project that will reflect his or her understanding of how research can be applied in school settings for the improvement of educational practices and processes.

This course is a study or project done under the direction of a member of the Department of Reading and Literacy. Prerequisites: Consent of Department Chair and completion of the Independent Study form.

This practicum includes supervised field experience (clinical) in a reading setting at the elementary, middle, or secondary school level. The practicum setting will be individualized to allow the candidate to provide instruction to students who struggle with reading and technical assistance to teachers at a level that expands the candidate’s current teaching experience. The practicum will emphasize the use of instructional approaches that are supported by research; evidence-based practices for creating routines, configurations, and environments to support literacy learning; and collaborative work with professionals in the setting. A minimum of 50 clinical hours is required in the setting.

Under the guidance of a faculty advisor and committee, the candidate composes a major research-oriented work on a topic appropriate to reading. This course is geared toward the candidate who wishes to pursue advanced work. The Thesis would be a follow-up to proposals that were developed in Practical Research for Learning Communities.

All candidates working on a master’s thesis from a previous semester must register for thesis supervision until the thesis is accepted.