Coursework

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Course Requirements

• 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 661 - Practicum -3 credits.
• EEC 620 - Effective Reading for Content Areas - 3 credits.
• EEC 613 - Implementing Response to Intervention - 3 credits.
  

  Students under the old standards would have taken EEC 629 and EEC 660 instead of EEC 613 and EEC 661. Please consult your advisor with questions.

  
  

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

  • [PDF] Plan of Study (97 KiB)

Course Sequence (Two courses per term):

The K-12 Reading Licensure Program may be taken in any of the following three sequences:

Summer Start		Fall Start		Spring Start
Course Number	Semester	Course Number	Semester	Course Number	Semester
EEC 620	Summer	EEC 626	Fall	EEC 626	Spring
EEC 613	Summer	EEC 613	Fall	EEC 619	Spring
EEC 626	Fall	EEC 619	Spring	EEC 620	Summer
EEC 619	Fall	EEC 620	Summer	EEC 625	Summer
EEC 625	Spring	EEC 625	Summer	EEC 613	Fall
EEC 661	Spring	EEC 661	Summer	EEC 661	Fall

Note: EEC 661, Practicum may be taken along with EEC 625, Students are encouraged to consult their Advisor about the best time to complete the Practicum.

Course Sequence (one course per term) :

The K-12 Reading Licensure Program may be taken in any of the following three sequences:

Summer Start		Fall Start		Spring Start
Course Number	Semester	Course Number	Semester	Course Number	Semester
EEC 620	Summer	EEC 626	Fall	EEC 626	Spring
EEC 626	Fall	EEC 619	Spring	EEC 613	Summer
EEC 619	Spring	EEC 625	Summer	EEC 619	Fall
EEC 625	Summer	EEC 613	Fall	EEC 625	Spring
EEC 613	Fall	EEC 620	Spring	EEC 620	Summer
EEC 661	Spring	EEC 661	Summer	EEC 661	Fall

Note: EEC 661, Practicum may be taken along with EEC 625, Students are encouraged to consult their advisor about the best time to complete the Practicum.

Course Offerings for 2013:

Spring 2013	Summer 2013	Fall 2013
Course Number	Course Number	Course Number
EEC 619	EEC 613	EEC 613
EEC 620	EEC 619	EEC 619
EEC 625	EEC 620	EEC 626
EEC 626	EEC 625	EEC 661
EEC 661	EEC 661	ENG 655
	ENG 555

 

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 course provides an 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  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 learners’ writing development, genres for the elementary curriculum, and assessment of elementary students’ 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 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 661 Practicum (3 credits)

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.

Online Requirements

The K-12 Reading Licensure program is offered online to serve the needs of our working professional teachers. The flexibity of online courses means you can access course material at home or at work. You are also able to access library and web resources, read lectures, watch presentations, participate in discussions, submit your assignments and review grades online via the current university-wide course management system (Desire2Learn).

Please see the online learning discussion at http://www.mnsu.edu/ext/online/ for more information.

Cohort Packages

The Reading Licensure program is available to Districts and other groups to form Cohort groups - moving a group of interested educators through the program at the same time. The program does not function as a cohort body unless by special arrangement.