Master of Science in Reading

Duration: 7 weeks   |   Credit Hours: 3

This course explores major research designs and methods emphasizing underlying assumptions, inquiry aims, participant selection, data collection and analysis, interpretation of findings, conclusions, and reporting.

Duration: 7 weeks   |   Credit Hours: 3

This course utilizes interdisciplinary and differentiated approaches to the teaching of language arts. Studies research-based models and methods for interrelating language arts. Projects which interrelate and integrate reading, writing, listening, speaking, viewing, visually representing and thinking are required.

Duration: 7 weeks   |   Credit Hours: 3

Surveys the knowledge and research-based teaching strategies necessary to understand the nature of reading and the basic principles of reading instruction with a focus on phonemic awareness, phonics, fluency, vocabulary and comprehension and their integration. Includes use of professional resources to investigate historical and current trends differentiating in reading instruction. Field experience required.

Duration: 7 weeks   |   Credit Hours: 3

Assists elementary and secondary classroom teachers with research-based reading and study skill strategies as they apply to the subject areas in their curriculum. Projects involve the use of differentiated lessons planning, practice and demonstration activities, and informal screening devices will be designed for specific content areas in the classroom. Field experience required.

Duration: 7 weeks   |   Credit Hours: 3

Using research, the course focuses on the diagnosis of reading difficulties. It includes the administration, interpretation, and use of informal assessment data to impact, prescribe, and plan for differentiated instruction. Prerequisites: EDU 567, or equivalent. Field experience required.

Duration: 7 weeks   |   Credit Hours: 3

Utilizes research--based classroom instructional methods, materials, and differentiated strategies based on informal assessment for use in correcting reading difficulties with students in the K–12 classroom. Prerequisite: EDU 567 and 584 or equivalent. Field experience required.

Duration: 7 weeks   |   Credit Hours: 3

Introduces theoretical foundations of emergent literacy, reading curriculum for primary children and research-based best practices for teaching primary reading with a focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension and their integration. Prerequisite: EDU 567 or equivalent.

Duration: 7 weeks   |   Credit Hours: 3

Focuses on research--based methods for implementing the duties and responsibilities of the reading professional. Includes consultative and coaching skills. The focus includes human relations and leadership skills. Prerequisite: EDU 567 or equivalent.

Duration: 7 weeks   |   Credit Hours: 3

Examines the administration of standardized assessments and interpretation of data and results for diagnosing disabilities which impact learning to read and success with the reading process. The focus is development and implementation of research-based, instructional, differentiated remedial lessons. Field experience required. Prerequisite: EDU 567, 584 and 590 or equivalent and permission of advisor.

Duration: 7 weeks   |   Credit Hours: 3

Provides a supervised practicum which focuses on educators using research-­based literacy techniques, assessments and differentiated methodology for working with and coaching students, educators, administrators, other teachers, and community members. Prerequisite: Admission to the M.S. or Ed.S. program in Reading or permission of reading program faculty. This is the capstone course in the graduate reading program. Prerequisite: Permission of advisor.