Reading Specialist, Educational Services Certification - 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 Reading Specialist Certificate requires the
applicant to be a certified teacher who already
holds a Master's degree (in any field). The Reading
Specialist Certificate differs from the Master of
Arts in Reading along two dimensions:
a. Applicants may credit any number of previous,
successful and relevant graduate courses towards
obtaining the Reading Specialist Certificate, even
if this previous coursework has been used to obtain
a graduate degree. This cannot be done with the
Master of Arts in Reading. Course credits are
negotiated with advisors once an applicant is
formally enrolled in the program.
b. Only 30 credit hours are required (ELRS 503,
Methods of Research, and READ 505, Seminar in
Reading Research, are not required courses in the
Reading Specialist Certificate program). The Master
of Arts in Reading requires 33 credits hours and
that students take ELRS 503, Methods of Research,
and READ 505, Seminar in Reading Research.
ADMISSIONS
Applicants need to hold standard teacher certification and a Master's degree (in any 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 the Office of Graduate Admissions & Support Services application requirements, which includes submitting GRE scores as part of the process. Once accepted into the program, students also need to have completed two years of classroom teaching prior to graduation.
READING SPECIALIST
Masters Degree or NJ approved graduate degree program in Reading required or 30 hours as follows. 30 semester hours are remaining.
-
REQUIRED/CORE COURSE
Complete to earn 3 semester hours.
READ 500 The Nature of Reading 3 -
SPECIALIZATION COURSES
Complete the following 7 courses:
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 READ 513 Supervised Clinical Practicum, Part I 3 READ 514 Supervised Clinical Practicum, Part II 3 -
ELECTIVE COURSE
Complete 3 semester hours 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 -
RELATED RECOMMENDED COURSES
Complete 3 semester hours from an additional READ elective or one of the following:
APLN 500 Language and Linguistics 3 APLN 502 Sociolinguistics 3 APLN 505 Semantics and Pragmatics 3 APLN 510 Discourse Analysis 3 APLN 512 Cross-Cultural Discourse Analysis 3 CURR 532 Middle School Curriculum and Organization 3 CURR 599 Curricular and Social Dynamics of Schooling 3 ELAD 513 Secondary School Administration 3 ELAD 521 Education Law 3 ELAD 531 Program Planning and Development 3 ELAD 540 Differentiated Supervision 3 PSYC 506 Professional Issues in Multicultural School Psychology 3 PSYC 560 Advanced Educational Psychology 3 PSYC 578 Psychological Tests and Measurements 3 -
OTHER CERTIFICATION REQUIREMENTS
In addition to coursework the following 2 items must be supplied to be eligible to earn certification:
-
Full-Time Work Experience
Written verification of at least 2 years FULL TIME teaching experience from Superintendent or Principal.
-
Instructional Teaching Certification
A copy of Standard Initial New Jersey instructional certification must be submitted.
-
Course Descriptions:
APLN500: Language and Linguistics
An overview of the study of language and linguistics intended to provide students with a clear understanding of human language and with the conceptual foundations of linguistics. The course will expose students to several major areas within linguistics: language acquisition, phonetics, phonology, morphology, syntax, semantics and pragmatics. It will introduce the major tenets and principles of linguistics without surveying the areas treated in the other graduate courses in the department. It is a prerequisite for all other courses in the M.A. program. 3 sh.
APLN502: Sociolinguistics
The study of language in its social context with a focus on language variation. Topics include language and social class, language and ethnicity, language and gender, and the study of standard versus nonstandard varieties of language. 3 sh.
Prerequisites: APLN 500.
APLN505: Semantics and Pragmatics
An exploration of the main tenets of contemporary semantics and pragmatics, the areas of linguistics that examine various aspects of meaning. The course investigates the boundaries between semantics and pragmatics by studying utterance meaning as well as lexical and sentence meaning. Students will learn about the applications of semantics and pragmatics to a variety of areas of applied linguistics. 3 sh.
Prerequisites: APLN 500.
APLN510: Discourse Analysis
An investigation of the techniques used in discourse analysis, the branch of linguistics which studies how to analyze naturally occurring connected speech. Discourse analysis is the study of the organization of language above the sentence level including the structure of conversations. It considers language in a social context, in particular the language used in verbal interactions. 3 sh.
Prerequisites: APLN 500.
APLN512: Cross-Cultural Discourse Analysis
A discourse analytic examination and comparison of the verbal practices and communicative strategies of different linguistic, social, and cultural groups. Students will broaden their understanding of discourse analysis by investigating verbal interactions that take place in different languages and within a variety of cultural contexts. 3 sh.
Prerequisites: APLN 510.
CURR532: Middle School Curriculum and Organization
Emerging curriculum of the rapidly developing middle school. Organization of pupils, instruction, media and facilities. Recent social changes and educational innovations; practices in typical middle schools; developing instructional strategies. 3 sh.
Prerequisites: CURR 530.
CURR599: Curricular and Social Dynamics of Schooling
This course introduces students to the curriculum of the American School. The content of the curriculum, the organization of the curriculum and the pedogogical factors that influence it are examined. In addition, students examine the historical, political and philosophic factors that influence curriculum. 3 sh.
ELAD513: Secondary School Administration
Special administration problems of the junior and senior high school. Recruitment of staff, scheduling of teachers, organization and school morale, and recent experiments of organizational structure. Supervision of instruction as a major function of administration. Current demands of adults in the community. How the secondary school operates in relation to the elementary school and higher education to help design education as a continuous process. Students write a paper on special administrative problems. 3 sh.
Prerequisites: ELAD 510.
ELAD521: Education Law
Legal-theory, practical politics, relationship of school district organization to other units of government, appellate function of the state Commissioner of Education and the state Board of Education, New Jersey school laws (Title 18A of the revised statutes) and rules and regulation of the state Board of Education and their decisions. New Jersey school legal structure compared with that of other states. 3 sh.
ELAD531: Program Planning and Development
This course provides education and training personnel with experience in the principles and techniques of designing training programs in the organizational setting. Special attention will be placed on organizational needs analysis and program development in skills areas and staff development. Students will design a total program and individual lessons for education and training efforts in a variety of simulated settings. 3 sh.
Prerequisites: One and one-half years' work experience.
ELAD540: Differentiated Supervision
This course will examine the supervisory roles of school leaders, focusing on the process of clinical supervision and the learning and supervision needs of teachers at different professional levels. Topics include professional development, hiring and interviewing, intensive assistance, and adult learning. All students will engage in simulated and authentic supervision of classroom practice. 3 sh.
PSYC506: Professional Issues in Multicultural School Psychology
This course is designed to expose students in school psychology to multicultural issues which are central to theory, practice, and research. The course has an awareness, knowledge, and skills focus. Awareness is centered on understanding multiple value systems and world views and gaining insight into one's own cultural socialization and inherent biases. Knowledge focuses on acquiring accurate understanding of the various cultural groups with whom one will work. Skills relate to specific culturally appropriate and tailored interventions. The course incorporates multicultural modes of learning and performance evaluation. 3 sh.
PSYC560: Advanced Educational Psychology
A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.
PSYC578: Psychological Tests and Measurements
This course surveys the theory, construction and application of psychological tests. Topics include the statistical concepts underlying measurement; reliability and validity; critical analyses of selected intelligence, ability and personality tests; evaluation and interpretation of test data in practical situations; and the role of testing in clinical, educational and remedial settings. 3 sh.
Prerequisites: Departmental approval, and an undergraduate Psychology statistics course or equivalent.
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.
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.
Output generated in 0.00077 seconds.