School of Education MASTER OF ARTS IN EDUCATION. MAED: Reading & Reading Programs

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1 School of Education MASTER OF ARTS IN EDUCATION : Reading & Reading Programs

2 READING PROGRAMS These programs focus on developmental and remedial instruction of literacy as well as leadership in reading curriculum design and staff development. Master of Arts in Education With Reading Specialist Certification Requirements Candidates must satisfactorily complete 24 graduate semester hours in areas of reading instruction specified by the State of Illinois. The first eight courses listed below fulfill these requirements. Candidates also must earn an additional semester hours to complete the master s degree. 1. Candidates who do not have a middle level endorsement on their first certificate will also need to take EDU 570 Philosophy and Psychology of Middle Level Education and EDU 571 Curriculum Design and Instructional Strategies for Middle Level Teachers to fulfill the middle grades requirement. 2. Candidates must maintain a minimum grade point average of 3.0 out of Several classes require field experience work. At times, requirements may be met in the candidate s own school. Others may be met during out-ofschool hours. 4. A candidate seeking Illinois Type 10 K 12 Reading Specialist Certification must pass the Reading Specialist Content-Area Test and the K-12 Assessment of Professional Teaching test. 5. To apply for certification, candidates must have two years of full-time teaching experience. Required Courses EDU 533 Reading and Writing Instruction and Improvement (3) EDU 535 Reading in the Content Areas for Middle Level and Secondary EDU 537 Diagnosis and Assessment in Reading (3) EDU 541 Developmental and Remedial Materials and Resources in Reading (3) EDU 542 Developmental and Remedial Instruction and Support in Reading (3) EDU 555 Reading Clinic (3) EDU 582 Children s Literature (3) EDU 606 Research (3) EDU 661 Literacy Development for English Language Learners (3) EDU 754 Coaching and Supervision for Reading Specialists (3) EDU 755 Reading Practicum (3) SPED 656 Collaboration and Adaptation in General Education (2) Reading Teacher Endorsement Requirements 1. Candidates for the preschool to grade 3, elementary K 4, middle level 5 8 and secondary 9 12 endorsement must satisfactorily complete the 24 graduate semester hours in areas of reading instruction specified by the State of Illinois that are listed below. Candidates for the middle level 5 8 endorsement must also complete the six semester hours required for the middle level endorsement. 2. Candidates must maintain a minimum grade point average of 3.0 out of 4.0. Several classes require field experience work. At times, requirements may be met in the candidate s own school. Others may be met during out-ofschool hours. 3. A candidate seeking an Illinois Reading Teacher Endorsement must pass the Reading Teacher content-area test. Required Reading Courses (All Levels) EDU 533 Reading and Writing Instruction and Improvement (3) EDU 535 Reading in the Content Areas for Middle Level and Secondary EDU 537 Diagnosis and Assessment in Reading (3) EDU 541 Developmental and Remedial Materials and Resources in Reading (3) EDU 542 Developmental and Remedial Instruction and Support in Reading (3) EDU 555 Reading Clinic (3) EDU 582 Children s Literature (3) EDU 661 Literacy Development for English Language Learners (3) Courses required for middle school endorsement EDU 570 Philosophy and Psychology of Middle Level Education (3) EDU 571 Curriculum Design and Instructional Strategies for Middle Level Certificate Completers For candidates who already hold a master s degree and have previous coursework in reading, the university may design a focused program to allow the candidate to obtain the Reading Specialist certificate or Reading Teacher Endorsement. Course Descriptions EDU 533: Reading and Writing Instruction and Improvement (3) In this course, candidates focus on a balanced literacy approach at the K-12 levels to literacy instruction with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models 2 3

3 4 of reading along with the principles of teaching reading and writing, using a variety of diverse instructional strategies, materials, software, effective program organization, assessment, and classroom management. NOTE: Candidates are required to earn 25 hours of early field experience to complete this course. Prerequisites: EDU 502, EDU 520, EDU 611 EDU 535: Reading in the Content Areas for Middle Level and Secondary In this course, participants focus on how to facilitate and improve reading, writing, vocabulary, and study skills in the content areas. Candidates investigate research and classroom practice and their applicability to expository text. They examine assessment practices, instructional methods and materials, and media and technology in the content areas. They learn to assist learners with diverse abilities and backgrounds, and analyze content area texts for readability levels and social and cultural perspectives. Candidates collaborate with a classroom teacher in the development of a content area unit and teach one of their lessons to the class. To demonstrate their learning, reading specialist candidates present an in-class staff development session about their unit. The course content will address Illinois Reading Specialist Standards 1,2,4,5, and 8; Core Language Arts Standards for All Teachers Standards 1,2, and 3; and IRA 2003 Standards 2.1, 2.2, 3.1, 4.1, 5.1 and 5.3. NOTE: MAT candidates are required to earn 25 hours of early field experience to complete this course. EDU 537: Diagnosis and Assessment in Reading (3) This course prepares candidates to create, administer, and interpret a wide variety of informal classroom assessments and standardized literacy assessments to screen, diagnose and plan remediation for the literacy development of a diverse student population. Candidates practice test administration and diagnosis with students. They learn the ethics of testing procedures and report preparation. Candidates must apply for and be accepted into this class. EDU 555 Reading Clinic must be taken in conjunction with EDU 537 the following semester. The content of this course addresses Illinois Reading Specialists Standards 1, 2, 3, 6, & 8; English Language Arts Content-Area Standards 1 3, 5 10 and 19; and IRA 2003 Standards 2.3, 3.1, 3.2, 3.3, 3.4 and 5.1. EDU 541: Developmental and Remedial Materials and Resources in Reading (3) In this course, candidates will examine, evaluate, and recommend print, nonprint, and technology resources, programs, curricula, and developmental and remedial materials available in a school, department or district to meet the diverse needs of students. Candidates will support classroom teachers and paraprofessionals in the selection and use of literacy materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. Attendance at a professional reading conference is a field experience requirement. As developing literacy coaches, candidates will develop a resource handbook after extensive examination of programs and materials in a school, and give a professional development presentation for teachers and/or administrators in the school. Based on the course design and assignments, the content of this course addresses Illinois Reading Specialist Standards 1,2,4,6,7, and 8; English Language Arts Content Area Standards 1 3; and IRA 2003 Standards 2.2, 2.3, 4.1, 4.2, 5.4 and 5.1. EDU 542: Developmental and Remedial Instruction and Support in Reading (3) In this course, candidates will become familiar with both past and current research and researchers in literacy and language education and consider the role of research in guiding pedagogical decisions made in educational settings. Candidates also will investigate historical models of teaching reading and pedagogical approaches to support language and reading development of diverse student populations. Based on the course design and assignments, this course addresses Illinois Professional Teaching Standards 1, 2, 3, 4, 6 & 7 as well as Illinois Reading Specialist Standards 1, 3 and 4 and IRA 2003 Standards 1.1, 1.2, 1.3 and 1.4. EDU 555: Reading Clinic (3) This course provides reading specialist candidates with an opportunity to put into practice theories of reading diagnosis and remediation, selection of materials and resources, and development of instructional plans for students. Under the supervision of a certified Reading Specialist, candidates determine strengths and needs of individual students who are experiencing difficulties in reading, develop and implement an intervention plan and prepare professional case study reports which are presented to parents and classroom teachers. Candidates collaborate with allied professionals and paraprofessionals. Participants must apply for and be accepted into this full semester of work in the School of Education Reading Clinic. Based on the course design and assignments, this course address Illinois Reading Specialist Standards 1,2,3,4,5,6,7, & 8 and IRA 2003 Standards1.4, 2.2, 2.3, 3.1, 3.2,3.3,3.4,4.1,4.3,4.4,5.1, 5.3. Prerequisite: EDU 537. EDU 754: Coaching/Supervision Reading Specialists (3) In this course, reading specialist candidates complete the highest level of the Analytical-Reflective Coaching Cycle. They will focus on the development and facilitation of skill sets and resources at the P-12 levels relating to literacy leadership and coaching. Using a balanced perspective, candidates will study and explore the existing theories and best practice of literacy assessment, and how to coach 5

4 successfully in a variety of situations including shadowing a reading specialist in a school and coaching a classroom teacher. As emerging coaches, candidates will model various instructional strategies with children in diverse settings; develop and present professional development programs and workshops for teachers and paraprofessionals; explore ways to form partnerships with the external community; and investigate resources for grants to support and enhance reading programs.based on the course design and assignments, this course addresses Illinois Reading Specialist Standards 4,5,6,7 and 8 and IRA 2003 Standards 3.3, 5.1, 5.3 and 5.4. Prerequisite: EDU 541. EDU 755: Reading Practicum (3) During this course, reading specialist candidates work in a clinical setting, assisting, supporting and coaching. Candidates work collaboratively with teams of clinicians and paraprofessionals in co-teaching, demonstrating, and supporting clinician s instruction of the children attending the Reading Clinic. Candidates will create and present a final coaching folio to fulfill course and program requirements. This course addresses IRA Standards 2003: 1, 2, 3, 4, and 5. Prerequisite: EDU 754. EDU 582: Children s Literature (3) In this course, candidates will focus on the evaluation, selection, and the use of quality children s literature appropriate to the needs and interests of preschool to secondary students. Candidates will investigate research in various areas of children s literature and its applicability to classroom settings. During the course, candidates will explore assessment practices, instructional methods, instructional materials, and media and technology in connection with children s literature. Emphasis will be placed on ways that literature may enhance children s use of local libraries, museums, and educational institutions. In addition, candidates learn about the importance of family involvement in supporting readers. EDU 661: Literacy Development for English Language Learners (3) In this course, candidates will focus on the multiple areas of English language acquisition: phonemic awareness, morphological awareness, vocabulary development and acquisition, word knowledge and acquisition, reading fluency and comprehension, and the products, processes and stages of writing. Candidates will complete a literacy portfolio in which they apply the various literacy techniques and strategies demonstrated in the course. A focus on building academic literacy for English Language Learners will also be emphasized throughout the course.(includes 25 hrs. of field experience) EDU 605: Interpersonal Communication for Administrators and Supervisors (3) This course focuses on the identification and development of interpersonal communication concepts, theories, and skills that educational leaders may use to harness and coordinate the strengths of various constituents to reach common goals. Candidates examine communication styles, team-building strategies, conflict resolution, shared decision-making models, and crisis communications. They also explore models of governance and acquire skills for working with school boards, boards of trustees, parent organizations, and other community-based groups. The content of this course addresses ELCC Standards 3, 4, and 6, and IPSL Standards 1F, O, Q, 2Q, 4C, F, I, K, 5C, I, 6B, E, F, and M-O. SPED/ECE 656: Collaboration and Adaptation in General Education Settings (2) In this course, candidates will examine the importance and process of collaboration with family, classroom teachers, paraeducators, paraprofessionals, and other school and community personnel in integrating individuals with disabilities and special learning needs into various social and learning environments. Candidates will examine the Response to Intervention (RTI) model, teacher roles and responsibilities in the Response to Intervention process for both academics and behavior, evidence-based practice for students with and without disabilities, including Positive Behavior Intervention Supports and other Tier 1 academic and behavior interventions as well as universal design for instruction. Additional elements of this course include coverage of instructional supports and interventions for ELL students and for students with disabilities within the general education setting. The process of examining the learning environment and classroom demands combined with the learning characteristics of the students for the purpose of selection of appropriate strategies and materials will be studied. Techniques for modifying instructional methods, curricular materials, and the environment as well as modifications of state and local assessments will be investigated. Collaboration will be practiced and experienced through involvement in exercises and projects within this course. 6 7

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