Reading (GC)
Current Catalog Year
2024-2025
Major / Total Credits
18 / 18
Reading education works best when it honors diversity and holds to high international standards. The College of Education’s Reading GC does both. The program is designed for current teachers or administrators interested in the latest evidence-based findings in reading instruction for K-12 students.
Our knowledgeable and committed faculty teach up-to-date theory and practice, so students are prepared to plan, implement and assess effective classroom, building, and district-wide reading programs in ways that make measurable differences for K-12 students.
The fully online, asynchronous program is specifically designed for working teachers. Rolling admission and flexible enrollment options allow students to juggle the realities of life and work while earning a degree.
Graduates are prepared to serve as experts in the field of reading and to meet the unique needs of all students in a K-12 setting. Reading GC graduates are also instructional leaders within their school contexts and are able to provide professional knowledge to colleagues in the area of reading.
The Reading GC is designed for licensed teachers who want to add to their specializations or community college faculty interested in teaching developmental reading.
Admissions
- In addition to meeting the general admission requirements of the College of Graduate Studies and Research, preference will be given to students who have an undergraduate GPA of 3.0 or higher.
- Students with a GPA less than 3.0 will be considered for admission after successfully completing 6 graduate credits within the department with a grade of B or higher as a non-degree-seeking student.
- Students must submit two recommendation forms that address the student’s professional competence.
Program
Requirements
Common Core
This course focuses on the development of emergent and beginning readers. Students will become familiar with the evidence-based components of literacy instruction for children at this level, including oral language, phonemic awareness, phonics, and word recognition skills.
Prerequisites:
none
This course focuses on the administration and analysis of literacy assessments appropriate for emergent and beginning readers. Students will complete a 10-hour in-person or virtual field experience providing instruction at the K-2 level. They will conduct assessments appropriate for the reader and use the results from these assessments to design interventions that are consistent with evidence-based instruction for emergent and beginning readers.
Prerequisites:
none
This course provides a comprehensive practicum experience for students in literacy planning, instruction, and assessment. Students will complete an in-person and/or virtual 80-hour practicum experience working outside of their current teaching licensure area. Students will plan, provide, and reflect on evidence-based and data-informed literacy instruction to differentiate literacy instruction based on student¿s cognitive, cultural, linguistic assets and needs.
Prerequisites:
none
This course provides a study of the characteristics and causes of literacy difficulties of older students. Students will administer and analyze appropriate assessments to design evidence-based individual and group intervention strategies. Students will complete a case study over the course of 10 hours in which they analyze and identify gaps in literacy data at the individual, group, classroom, and school level at the middle level, and create a plan for how teachers can create data-informed literacy instruction.
Prerequisites:
none
This graduate course presents a variety of research-based pedagogical content strategies for literacy and advanced pedagogical strategies for literature-based instruction.
Prerequisites:
none
This course provides an overview of current reading policy initiatives, at both the federal and state levels on systemic literacy support systems. Students will also develop professional knowledge related to research and theories in literacy instruction viewed through the critical lens of equity, social justice, and inclusion.
Prerequisites:
none
Degree Plan
First Year
This course focuses on the development of emergent and beginning readers. Students will become familiar with the evidence-based components of literacy instruction for children at this level, including oral language, phonemic awareness, phonics, and word recognition skills.
Prerequisites:
none
This course focuses on the administration and analysis of literacy assessments appropriate for emergent and beginning readers. Students will complete a 10-hour in-person or virtual field experience providing instruction at the K-2 level. They will conduct assessments appropriate for the reader and use the results from these assessments to design interventions that are consistent with evidence-based instruction for emergent and beginning readers.
Prerequisites:
none
This course provides a study of the characteristics and causes of literacy difficulties of older students. Students will administer and analyze appropriate assessments to design evidence-based individual and group intervention strategies. Students will complete a case study over the course of 10 hours in which they analyze and identify gaps in literacy data at the individual, group, classroom, and school level at the middle level, and create a plan for how teachers can create data-informed literacy instruction.
Prerequisites:
none
This graduate course presents a variety of research-based pedagogical content strategies for literacy and advanced pedagogical strategies for literature-based instruction.
Prerequisites:
none
This course provides a comprehensive practicum experience for students in literacy planning, instruction, and assessment. Students will complete an in-person and/or virtual 80-hour practicum experience working outside of their current teaching licensure area. Students will plan, provide, and reflect on evidence-based and data-informed literacy instruction to differentiate literacy instruction based on student¿s cognitive, cultural, linguistic assets and needs.
Prerequisites:
none
This course provides an overview of current reading policy initiatives, at both the federal and state levels on systemic literacy support systems. Students will also develop professional knowledge related to research and theories in literacy instruction viewed through the critical lens of equity, social justice, and inclusion.
Prerequisites:
none
