Reading Education Graduate Program

PROGRAM CURRICULUM

The M.Ed. and M.S. (Tracks I and II) are based on the following components:

1. Core Requirements for the Reading Education major and literacy education electives:  The courses in the major engage students in learning content about diverse readers, writers, and speakers; curriculum, methods of teaching and assessing; literacy theory and foundations; and professional perspective.  T&L 583 Reading Clinic, one of the Core Requirements, involves students in a practicum experience in which they work with readers to apply their core knowledge about teaching literacy to diverse readers. 

2. Research:  This component of the program supports development of skills for scholarly inquiry and systematic study of one’s own practice; learning about scholarly inquiry is integrated throughout the course work.
3. Foundations:  Foundations content supports exploration of progressive education, issues in education and the field of literacy, and affirmation of diversity.

The Core Requirements for the Reading Education major, for both degree programs are: 

T&L 524 Reading in the Content Areas (2 credits)
T&L 525 Writing in the Classroom (3 credits)
T&L 530 Foundations of Reading Instruction (3 credits)
T&L 534 Basic Reading Diagnosis/Remediation (2 credits)
T&L 583 Reading Clinic (2 credits) (co-requisite with T&L 534)

Note:  All students also complete various requirements specified for their degree program, i.e., for either the M.Ed. or the M.S.  Please see below. 

The M.Ed., Reading Education degree program requires course work in three areas:  the major (reading education), cognate (i.e., course work that complements the major), and foundations of education (i.e., courses taken from the Department of Educational Foundations and Research).   The program culminates in a scholarly project (T&L 995) or independent study (T&L 997). With careful planning most students can meet the course requirements for the North Dakota Reading Credential.   

The credit hours for the M.Ed., Reading Education consist of: 

M.ED., READING EDUCATION  

Major		Credits
T&L 524	Reading in the Content Areas	2
T&L 525	Writing in the Classroom	3
T&L 530	Foundations of Reading Instruction	3
T&L 534	Basic Reading Diagnosis & Remediation	2
T&L 583	Reading Clinic	2
Electives	T&L 523 Literacy for Diverse Learners T&L 528 Children’s Literature in the Classroom T&L 531 Teaching Reading in the Primary Grades T&L 533 Reading in the Secondary School T&L 536 Teaching & Supervision of Language Arts	up to 6 credits
T&L 995 or 997	Scholarly Project or Independent Study	2
Cognate: minimum of 6 credits
Sample choices	T&L 569 Action Research T&L 552 Inclusive Methods (3cr) T&L 590 ST: Differentiated Instruction (3cr) T&L 540 Theories and Philosophies of Curriculum in Schools Elementary Education Courses (T&L 518, 519, or 522) Early Childhood Education Courses (T&L 526, 529, 546, 553) Other:  Other courses are suited to the cognate  to this area (e.g., English Language Learner courses); courses outside of the department and college may also be acceptable; consult with your advisor.	6
Educational Foundations  (minimum of 6 credits)
EFR 500	Foundations of Educational Thought (required)	3
EFR 506	Multicultural Education (or 501, 502, 503, 504, 505, 507, 508)	3

 

The M.S.,Reading Education degree program is available in two tracks. Track I, either thesis or non-thesis, is open to licensed persons who wish to follow a research oriented program of study. Track I requires a minimum of five credits of scholarly tools coursework and allows a maximum of two credits of readings. Track II, available only in the non-thesis option, provides opportunity for non-licensed persons to study Reading Education at the graduate level. Track II requires a minimum of six credits of coursework in Foundations of Education.  With careful planning, most M.S. Track I students can meet the course requirements for the North Dakota Reading Credential.   

The credit hours for the M.S., Reading Education consist of:

M.S., READING  EDUCATION

Major		Credits
T&L 524	Reading in the Content Area	2
T&L 525	Writing Instruction	3
T&L 530	Foundations of Reading Instruction	3
T&L 534	Basic Reading Diagnosis & Remediation	2
T&L 583	Reading Clinic	2
Electives	T&L 523 Literacy Instruction for Diverse Learners (3cr) T&L 528 Children’s Literature in the Classroom (3cr) T&L 531 Teaching Reading in Primary Grades (2cr) T&L 533 Reading in the Secondary School (2cr) T&L 536 Teaching & Supervision of Language Arts	6-13
T&L 995 or 997 Scholarly Project or Independent Study (Track I or II)                        Or T&L 998 Thesis (Track I, only)		2 4-6
Scholarly Tools (minimum of 5 credits required for Track I, only)
Sample Choices	T&L 569 Action Research (3 cr) SPED 551 Advanced Assessment/Special Needs Students (3 cr) SPED 557 Progress Monitoring/Special Needs Students (2 cr) EFR 509 Introduction to Educational Research (3 cr) EFR 515 Statistics I	5 or more credits
Educational Foundations (6 credits required for Track II, only)
EFR 500	Foundations of Educational Thought	3
EFR 506	Multicultural Education (or 501, 502, 503, 504, 505, 507, 508)	3

 

COURSE DESCRIPTIONS

TL518 Science in the Elementary School. 3 credits. A study of current trends and practices associated with teaching and assessing inquiry-based science in elementary classrooms.

TL519 Social Studies in the Elementary School. 3 credits. A study of current trends and practices associated with teaching and assessing social studies in elementary classrooms.

TL522 Mathematics in the Elementary School. 3 credits. A study of current trends and practices associated with teaching and assessing inquiry-based math in elementary classrooms.

TL523 Literacy Instruction for English Language Learners. 3 credits. This course addresses the foundations of teaching English language and literacy to English Language Learners (ELL) and includes study of various approaches to ELL/bilingual education, methods of instruction, assessment of English language proficiency, and strategies to make content learning comprehensible for ELLs. Emphasis will be placed on praxis and current research in the field.

TL524 Reading in the Content Areas. 2 credits. Pre- or corequisite: CTL 530. How and why reading should be taught in the content areas (i.e. Social Studies, Science, Math, etc.). Research studies in the field of content reading and a variety of instructional practices are reviewed.

TL525 Writing in the Classroom. 3 credits. This course examines writing as a process that is developmental, cultural, social, and individual. Emphasis is on effective implementation of the essential structures of writing workshop, on monitoring and assessing writers' growth, and systematic study of one's own practice.

TL526 Play in Development and Early Childhood Education. 2 credits. The play of children has long been viewed as essential to developmental processes. In addition, education has recognized the need to incorporate play into programs. This course explores the relationship of play to development (cognitive, physical and emotional), and the way in which play has been incorporated in programmatic settings.

TL528 Children's Literature in the Classroom. 3 credits. This course is a study of children's literature and literary perspective which serves as the foundation for examining teaching methods that develop children's engagement with literature and promote reading achievement.

TL529 Language Development in Children. 3 credits. This course provides foundational information and a sense of appreciation for language, and information necessary for the development of language rich interactions with young children.

TL530 Foundations of Reading Instruction. 3 credits. A study of developmental reading instruction. Emphasis is placed on the psycholinguistic process of teaching and learning, critiquing historical and current research, and the instructional approaches each supports.

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TL531Teaching of Reading in the Primary Grades. 2 credits. Pre- or corequisite: TL 530. A study of the reading process in the primary grades including essential factors of readiness for learning to read, teaching techniques, and approaches to beginning reading instruction.

TL533 Reading in the Secondary School. 2 credits. Pre- or corequisite: TL 530. Development of reading-study skills in the content subject areas and reading skill development.

TL534 Basic Reading Diagnosis and Remediation. 2 credits. Prerequisite: TL 530 or consent of instructor. Focuses on common causes of reading disability, methods of diagnosis, and corrective reading programs in the classroom.

TL536Teaching and Supervision of Elementary Language Arts. 3 credits. Pre- or corequisite: TL 530. Considers the objectives of the elementary language arts program, methods of instruction, and recent curricular trends. Recent research is read and critiqued.

TL540Theories and Philosophies of Curriculum in Schools. 3 credits. This course explores the historical development of the K-12 curriculum, the philosophical and theoretical aspects applied to curriculum, and the social conditions that impact curriculum.

TL546 Young Children’s Thinking. 2 credits. Students in this course will study the thinking of young children, ages 0-8, through the lenses of a number of theoretical perspectives and through case studies of children. Developmental, cultural, personal, and gender similarities/differences in thinking will be examined.

TL552 Inclusive Methods. 3 credits. The study of a variety of methods and materials for teaching and assessing children and youth with learning and behavior problems in the general education classroom.

TL553 Collaborative Relationships: Home, School and Community. 3 credits. A course appropriate for anyone working with families, early childhood educators, general educators, special educators, related service personnel, administrators and outside agency personnel. Topics covered include: (1) the various models of collaboration and consultation and the stages of each; (2) communication skills; (3) problem-solving; (4) conflict management; (5) diverse perspectives; (6) information collection procedures; (7) supervisory skills; (8) family characteristics and structure across the lifespan; (9) family focused intervention; (10) school choices; and (11) school issues such as poverty, domestic violence, teasing, bullying, and school violence.

TL569 Action Research. 3 credits. Prerequisite: graduate status. The study of the philosophy and methods of action research. Emphasis is focused on analysis of and reflection on one’s teaching for the purpose of improvements in student learning. S

TL583 Reading Clinic. 1 to 4 credits. Prerequisite: TL 530 or consent of instructor. Supervised clinic practicum in diagnosis of reading difficulties, report writing, and tutoring. Includes school consultations.

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Last Updated: April 24, 2009