Reading (M.A.) - Graduate - 2009 University Catalog

You are viewing the 2009 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.

The Department of Early Childhood, Elementary and Literacy Education offers advanced degrees and certificates that prepare educators to meet present and future demands as literacy specialists within a range of teaching and policy contexts. Ever-increasing cultural and linguistic diversity, coupled with persistent disparities in student achievement outcomes, require educators to be able to meet the literacy learning needs of all students. Our graduate Reading programs emphasize practice informed by current theory and research, and provide a range of learning experiences that enhance candidates understanding of what it means to be an effective literacy educator within current social and political climates. Reading specialists are prepared to plan literacy curricula, coordinate instruction for individuals and groups of students, assess the nature of a range of reading difficulties and design effective responses, recommend methods and materials to be used in district reading programs, conduct in-service teacher training and professional development, and contribute to the evaluation of student reading achievement.

The Department offers a Master of Arts in Reading degree, and a Reading Specialist Certificate. These programs are designed to provide literacy educators with theoretical understanding, content knowledge and practical experiences that prepare them for specialist roles within a variety of institutional and policy contexts. The curriculum is designed to meet institutional, state and national professional standards and emphasizes critical reflection and self-evaluation.

Our advanced degree programs in Reading provide preparation for careers as:

  • Reading specialists and teachers in schools and recreational centers
  • Reading diagnosticians and instructors in hospitals and clinics
  • Reading consultants in business and industry
  • Reading research/development specialists in government agencies
  • Workshop leaders for publishing houses

ADMISSIONS

We recommend applicants have spent at least one year working with students (e.g., young children, school students, adults) in the field before applying. To matriculate in this program students must be able to demonstrate appropriate interest and ability in the field of literacy education. Two letters of recommendation in support of the application are required, and may be obtained from the school system superintendent, the building principal, or other appropriate individuals. Students are also required to follow Graduate School application requirements, which include submitting GRE or Millers Analogies Test (MAT) scores as part of the process.

READING

Complete 33 semester hours including the following 3 requirement(s):

  1. Required Foundation Courses

    Complete to earn 6 semester hours

    ELRS 503 Methods of Research 3
    READ 500 The Nature of Reading 3

  2. Requirement Coursework

    1. Required Courses

      Complete

      READ 501 Techniques of Reading Improvement in the Secondary School 3
      READ 502 Administration and Supervision of Reading Programs 3
      READ 503 Literature for Adolescents 3
      READ 508 Critical Thinking and Literacy 3
      READ 511 Case Studies of Reading Difficulties 3

    2. Elective Course in Reading

      Complete 1 course from the following list

      READ 504 Literacy Needs of Adult Learners 3
      READ 510 Field Experience in Reading 3
      READ 519 Language and Early Literacy Development 3
      READ 522 History of Literacy and Media 3
      READ 524 Teaching Multiethnic Literature in P-8 Classrooms 3
      READ 525 Literacies, Digital Technology and Learning 3
      READ 600 Workshop in Contemporary Issues in Reading 1-3

  3. Culminating Experience

    Supervised Clinical Experience required within the framework of

    READ 505 Research Seminar in Reading 3
    READ 513 Supervised Clinical Practicum, Part I 3
    READ 514 Supervised Clinical Practicum, Part II 3

Course Descriptions:

ELRS503: Methods of Research

Theory and methods of historical, descriptive, and experimental research; formulation of a research problem; use of bibliographical sources and reference materials; statistics and measurement in research; types and instruments of research; data collection, and analysis. Writing the research report and career opportunities in research. 3 sh.

READ500: The Nature of Reading

Examines the foundations of reading: the nature of the reading process, readiness, beginning instruction, current practices in the teaching of reading in early childhood and elementary education, a reappraisal of the role of reading in a technological society. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School

Studies the improvement of nonclinical reading difficulties in the content subjects. For the subject area teacher and the beginning reading specialist. Secondary school reading needs and specific suggestions for guiding the slow, average, and gifted student in a classroom situation. 3 sh.

READ502: Administration and Supervision of Reading Programs

Explores the more complex aspects of organizing and administering reading programs: theory and techniques of leadership, program development, organization of in-service programs, developing a budget, methods of evaluation, etc. Essential background for reading specialists in order to establish or administer a functional school reading program. 3 sh.

Prerequisites: READ 500.

READ503: Literature for Adolescents

Offers background for the development of recreational reading programs in middle schools and high schools. Literature written for students, as well as literature intended to be read widely by adolescents, criteria for book selection, censorship, role of mass media, minority group identification through books, bibliotherapy, bibliographic tools, and the importance of the librarian. 3 sh.

READ504: Literacy Needs of Adult Learners

Language learning and related psychological factors; methodology and reading instruction; literature and the reading program and innovations in reading instruction are examined. 3 sh.

READ505: Research Seminar in Reading

Investigates problems in the field of reading suggested by the educational events and trends, the members of the class, and the educational movements in New Jersey, the country, and the world. Each student will execute an individual research effort. 3 sh.

Prerequisites: Departmental approval.

READ508: Critical Thinking and Literacy

Offers a critical thinking framework for the communication arts with an emphasis on reading comprehension, writing, and discussion. Relevant psychological, sociological, and philosophical theories will be studied and applied to texts that are representative of diverse genres and cultures and that challenge conventional beliefs. 3 sh.

READ510: Field Experience in Reading

Provides students opportunities to observe, participate and report community-based activities of agencies. For students in long-range research, students with limited teaching experience, and students who need additional field and clinical experience. Independent study. 3 sh.

Prerequisites: Departmental approval.

READ511: Case Studies of Reading Difficulties

Offers opportunities to learn the techniques for diagnosing reading difficulties, evaluating the most frequently used tests and inventories, and the testing of a child with reading problems. Group and individual tests, survey and diagnostic tests, standardized and informal tests. and reporting to parents, schools and agencies are discussed. The course develops skills in diagnosing and ameliorating reading problems. Additional diagnostic hours arranged. 3 sh.

Prerequisites: READ 500.

READ513: Supervised Clinical Practicum, Part I

For advanced students and specialists involved in some aspect of remedial instruction. Investigates and interprets serious reading problems, causes of reading difficulties, and techniques of remedial and corrective treatment. Clients are drawn from children in surrounding communities. Additional tutoring hours will be arranged. 3 sh.

Prerequisites: READ 511.

READ514: Supervised Clinical Practicum, Part II

For advanced students and specialists involved in some aspect of remedial instruction. Examines selection and adaptation of suitable improvement devices, materials and ideas; intensive treatment in a practicum situation. Clients are drawn from children in the surrounding communities. Additional tutoring hours will be arranged. 3 sh.

Prerequisites: READ 511.

READ519: Language and Early Literacy Development

This course examines the nature of language, communication, and literacy development in children of diverse backgrounds and abilities during the foundational early childhood period from birth through age five. Students explore how children acquire language in social context and the impact of biological, psycholinguistic, and sociocultural factors on language development in both typically and atypically developing children. Students examine the relationships between language skills and emergent literacy, and the role of parents, teachers and other caregivers in helping prepare children to successfully acquire school-based Literacies. Students explore state and national policies that seek to improve preschool supports for language and early literacy development and the impact of increasing linguistic and cultural diversity on early childhood language arts/literacy education. 3 sh.

READ522: History of Literacy and Media

This course examines literacy evolutions through physical innovations from cuneiform to the printing press to the internet, educational initiatives from the tutor system to mandated public education to No Child Left Behind, and historical eras from ancient to modern to post-modern. This course will run as a seminar co-developed by the professor and students. This class engages students in learning the history of literacy and literacy pedagogy and, through that, wrestling with issues of discourse, culture, theory, and practice in education and society - both as practicing or potential teachers and as scholars. Topics covered include: development of literacy as related to the printing press, literacy definitions and educational policy, new media and new Literacies, and issues of literacy and power in educational settings. 3 sh.

Prerequisites: READ 500 or READ 501 or instructor's permission.

READ524: Teaching Multiethnic Literature in P-8 Classrooms

This graduate-level course is designed to assist in-service teachers and school media specialists in their efforts to examine multiethnic children's literature as both aesthetic forms and pedagogical tools. Students will analyze the social, political, and educational implications of such literature and its use in P-8 classrooms. If teachers and school media specialists introduce powerful, but enjoyable, literary pieces through which they explore the topics of race and ethnicity and ask critical questions, children might have a greater chance of living up to democratic principles and becoming active participants in the global community. This course will help teachers to use multiethnic children's literature more frequently in their respective classrooms and to approach that responsibility with confidence. 3 sh.

READ525: Literacies, Digital Technology and Learning

This course is designed to provide a context in which pre-service and in-service teachers can explore a range of "new" Literacies and the implications of these new Literacies for school-based literacy education. This course comprises a theoretical dimension that focuses on literacy as a social practice, and a practical dimension that includes hands-on use of a range of new digital technologies and new literacy practices. Attention will be paid to developing effective ways of taking up new Literacies in classroom contexts. 3 sh.

READ600: Workshop in Contemporary Issues in Reading

Explores contemporary issues in reading instruction, basic skills, literature, cultural literacy and critical thinking. Each workshop will be topic-specific. Faculty determine topic selection according to timely public policy issues and philosophical concerns. Collaborative research between workshop faculty and participants will be emphasized. 1 - 3 sh.

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