Online Master of Education (MEd) in Reading Instruction

This course is designed to provide educators and non-educators with a broad understanding and better prospective of current issues that are facing the literacy community, i.e. students, teachers, schools and our nation as a whole. This course will focus on a lively discourse and reflection of many issues currently facing public education, literacy instruction, and teacher reform, etc. The course will serve as a platform for bridging the gap between goals, principles, theories, philosophies, and methodologies in the educational process and the real world classroom, teaching, learning, and technology. By discussing educational issues, changes, and emerging trends, it is hoped to expand and enlighten the practitioner’s outlook, thought processes, understanding, and repertoire of knowledge, attitudes, skills, and strategies when faced with those issues.

This course is designed to provide reading educators with an understanding of various literacy assessment methods and tools. This course will also focus on using information gained from the assessment to provide targeted intervention instruction for struggling readers. Students will be expected to administer literacy assessments and plan instruction based on student needs. Prerequisite:EDC500, EDC520, EDC530, EDC540,EDC550, EDC560 and EDC580

This course is designed to explore individual diagnostic procedures, including formal and informal assessment, the interpretation of assessment (cognitive, academic and behavioral) results, and development of educational programs and instruction based on the student’s individual strengths and needs. Students will become familiar with the content, administration and scoring of commonly used academic assessments, as well as curriculum-based measures. Standardized procedures, ethical practice and confidentiality are also emphasized in this course.

This course is designed to provide educators a survey of various models of reading, including information processing, interactive, transactional, psycholinguistic, socio-cognitive, and other prominent models of reading. Students will be expected to compare and contrast models in order to identify the strengths of each model and the model’s impact on current literacy instruction practices. Prerequisite: EDC500, EDC520, EDC540 nad EDC550

Students in this course will learn how a child’s language proficiency impacts literacy development. There will be an emphasis on creating a literate classroom environment and diverse opportunities for the learner to interact with language and literacy (speaking, listening, reading, and writing).

This course will provide educators an increased understanding of various text structures in multiple genres. Students will learn to utilize mentor texts to teach students to comprehend and produce text in a variety of genres. They will also learn about the significance of the reciprocity between reading and writing.

This course will provide educators an overview for supporting student learning in a positive environment specifically focusing on evidence based strategies to maximize classroom productivity and implement effective structures of a comprehensive literacy model. Study of student support will include classroom organization, expectations and reinforcement of appropriate behavior.

This course addresses the basic counseling techniques commonly used in the helping professions. The topics include the helping relationship, recognizing communication patterns, responding to cognitive content, responding to affective content, conceptualizing problems, and using counseling strategies and interventions.

This practicum experience provides for the study of instructional strategies for literacy intervention and application of these strategies for the benefit of supporting striving elementary readers to progress. During this course, the student will select one (kindergarten through fifth grade) student who is currently reading below grade level expectations. The student will administer/analyze pre-assessments, design/implement a series of intervention tutoring sessions, and administer/analyze post-assessments to make teacher/parent recommendations. Students will analyze ongoing assessment data and reflect after each session to drive future instruction. A minimum if 12 tutoring hours will be completed for this practicum. Prerequisite:EDC500, EDC540, EDC520, EDC580, EDC550, EDC530, EDC560 and EDC510

This practicum experience provides for the study of instructional strategies for literacy intervention and application of these strategies for the benefit of supporting striving secondary readers to progress. During this course, the student will select one (sixth through twelfth grade) student who is currently reading below grade level expectations. The student will administer/analyze pre-assessments, design/implement a series of intervention tutoring sessions, and administer/analyze post-assessments to make teacher/parent recommendations. Students will analyze ongoing assessment data and reflect after each session to drive future instruction. A minimum if 12 tutoring hours will be completed for this practicum. Prerequisite: EDC500, EDC540, EDC520, EDC580, EDC550, EDC530, EDC560, EDC510, and EDC590