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Minnesota State University, Mankato
Minnesota State University, Mankato


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Course Requirements

  • EEC 613 - Implementing Response to Intervention - 3 credits.
  • EEC 626 - Preparing Students to Read - 3 credits.
  • EEC 619 - Reading Assessment and Diagnosis - 3 credits.
  • EEC 625 - Instructional Strategies and Remediation - 3 credits.
  • EEC 620 - Effective Reading for Content Areas - 3 credits.
  • EEC 661 - Reading Practicum -3 credits.
  • EEC 675 - Practicum in Adult Reading (for community college faculty) 1 - 4 credits.

  • Note: Complete the plan of study in consultation with your advsior. This form is for advising and planning purpose only.

Spring 2016: Online Offerings

Begins January 12, 2016

Reading Licensure Courses

EEC 620 Effective Reading in the content Areas

3 credits

Maureen Prenn

EEC 626 Preparing Students to Read

3 credits

Maureen Prenn

EEC 619 Reading Assessment and Diagnosis

3 credits

Peg Ballard

EEC 625 Instructional Strategies and Interventions

3 credits

Peg Ballard

EEC 661 Practicum

3 credits

Peg Ballard

MS in Reading Courses

EEC 635 Analysis of Research in Reading

3 credits

Karl Matz

EEC 628 Teaching Writing in Elementary School

3 credits

Maureen Prenn

EEC 610 Scholarly Writing

3 credits

Lori Piowlski

Capstone Projects

1-2 credits

Peg Ballard

Maureen Prenn

MS in Elementary Education

EEC 605 Advanced Practices in Elementary Mathematics

3 credits

Karen Colum

EEC 617 Best Practices Across the Curriculum

3 credits

Steven Reuter

Course Descriptions

EEC 613 Implementing Response to Intervention in Reading for the General Education Classroom (3 credits)

This course provides an introduction and overview of the Response to Intervention (RTI) initiative. Different implementation models will be reviewed, along with specific factors important to consider when designing programs. There will be a focus on the three-tier model as well as an overview of progress monitoring and intervention strategies.

EEC 619 Reading Assessment and Diagnosis (3 credits)

This graduate course provides and in-depth study of assessment strategies for readers as different levels. Effective reading assessments for groups and individual learners, data-driven decision-making, and assessment of curriculum will be emphasized. Data analysis and patterns of performance at the individual, class and whole school level will be highlighted.

EEC 620 Effective Reading for Content Areas (3 credits))

This course focuses on practical, best practice strategies to help learners be more successful with textbooks and other kinds of reading materials.  vocabulary, comprehension, and study strategies supported by research-based evidence will be presented along with successful strategies for implementation in a grade or school.

EEC 625 Instructional Strategies and Remediation (3 credits)

This graduate course provides an in-depth study of instructional strategies and intervention/remediation strategies for readers at different levels. Effective reading strategies for groups and individual learners, data-based curriculum decisions, and selection of appropriate materials and instructional strategies will be emphasized.

EEC 626 Preparing Students to Read (3 credits)

This course provides a foundation in the field of literacy education. The content of the course will focus on research-based knowledge and evidence related to current issues in literacy development for P-16 schools and environments. The focus will be on classroom level solutions to national and local problems in literacy development.

EEC 628 Teaching Writing in Elementary School (3 credits)

This course presents information about elementary learnersí writing development, genres for the elementary curriculum, and assessment of elementary studentsí writing. Research-validated practices for teaching diverse learners will be the focus of the course.

EEC 629 Providing Professional Development in Literacy (3 credits)

Students identify an area for further professional growth within the reading field. From this they develop a personal professional development plan that includes identifying resources, planning implementation, and setting a timeline. The plan is shared and reviewed by a peer from the class. 

EEC 630 Literacy for Culturally and Linguistically Diverse Learners (3 credits) *Coming in Fall Semester

Students will develop expertise in working with culturally and linguistically diverse students in literacy learning. The course focuses on culturally responsive instructional strategies for literacy learning in reading, writing and oral language to meet the cognitive, linguistic, cultural, and dispositional needs of English learners and culturally diverse learners. English language development, linguistics, academic language, assessment, family engagement, strengthening students' cultural connections, vocabulary development, comprehension strategies, writing instruction, and differentiation are major topics.

EEC 635 Analysis of Research in Reading (3 credits)

This course examines research and theory in reading and other literacy areas. This course is designed to help students explore recent major research and theoretical thinking in reading.

EEC 643 Advanced Assessment and Evaluation of Learning (3 credits) *Coming in Fall Semester

Investigation of effective elementary classroom instruction through multiple methods of formal and informal assessment strategies that support student engagement, student progress monitoring, and guiding instructional decision making. Examination of assessment strategies for instructional planning and evaluation to promote strong intellectual, social, emotional, and physical development which will support all elementary students.

EEC 661 Practicum (3 credits)

This is a graduate level course designated as the final experience in the reading teacher endorsement sequence. This field-based course is designed to provide teachers opportunities to apply the knowledge and strategies developed in the program to improve reading instruction. The online seminar component provides support and focus for the experience.

Students in the program will demonstrate ability to administer, score and interpret selected assessments (e.g., Qualitative Reading Inventory, Peabody Picture Vocabulary Test, Test of Reading Comprehension, Woodcock Reading Mastery Tests) and use the data to develop an instructional plan for the learner. The learners should be identified by a classroom teacher as a struggling reader. The level of the learners should be elementary, middle, or high school level. During the reading licensure program students will need to work with learners at all three levels. Students should select learners for this experience so that all three levels are addressed. A Diagnostic Report, which will include an Instructional Plan, is to be developed for each learner along with a Report for the Parents. They will tutor the learners for a total of 5 hours implementing the Instructional Plan. A summary report of the tutoring experiences will be prepared by the student to be shared with parents. A sampling of audio recordings from the testing and tutoring sessions is included as part of the requirements.  Frequently, students will work with two different learners in order to meet the requirements of this experience.