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About the Reading Education Program

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PROGRAM OVERVIEW

The Reading Education Program is a state-approved Curriculum & Instruction program leading to the Reading Specialist endorsement in the Commonwealth of Virginia. Students pursue either a Master's (M.A.Ed.) or an Educational Specialist (Ed.S.) degree along with the Reading Specialist endorsement. The program prepares teachers for positions as reading specialists, reading/literacy coaches, or reading/literacy teacher leaders at the elementary, middle, or high school levels.

LIMITED SLOTS AVAILABLE

Each cohort is limited to 20 educators to maintain personal attention and quality. District cohorts are given preferential registration. May 1 Application Priority Deadline.

The M.A.Ed. is intended for experienced educators who have not yet earned a master’s degree, while the Ed.S. is intended for experienced educators who have already earned a master’s in an education-related discipline. M.A.Ed. and Ed.S. students complete all of the same coursework.

However, Ed.S. students graduate with more credits than their M.A.Ed. counterparts, because some of their previous graduate credits transfer over to the Ed.S. In this respect, the Ed.S. may be thought of as an extension of one’s earlier master’s degree.

PREPARATION FOR ENDORSEMENT

Both of the M.A.Ed. and Ed.S. degree tracks prepare students to meet the requirements of Virginia's Reading Specialist Endorsement. After graduating, students must pass the Reading Specialist Praxis assessment and complete all required paperwork to receive this endorsement from the state.

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WHAT YOU'LL STUDY

The Reading Education curriculum meets the standards of the Commonwealth of Virginia for the Reading Specialist licensure endorsement.

Students complete 30 hours of coursework on a part-time basis, over a period of approximately five semesters. Generally, students attend two online classes, totaling 6 credit hours, per semester. The courses during the regular academic year follow an innovative seven-week course model, allowing students to focus on one course at a time, while balancing the demands of work and life. Summer courses follow the regular summer schedule. The curriculum addresses four major areas over the ten course sequence.

Foundations

  • EDCI 5324: Literacy Instruction with Diverse Students
  • EDCI 5544: Foundations of Literacy for Elementary Learners

Literacy Instruction and Assessment

  • EDCI 5304: Assessment for K-12 Literacy Instruction
  • EDCI 5404: Practicum in Clinical Reading
  • EDCI 5424: Comprehension and Content-Area Reading, Grades 3-6
  • EDCI 5574: Current Research, Issues, and Trends in Literacy

Literacy Coaching

  • EDCI 5556: Reading Specialist Practicum
  • EDCI 5564: Literacy Coaching, Supervision, and Leadership

Adolescent Literacy

  • EDCI 5444: Teaching Adolescent Readers (Specialist Version)
  • EDCI 5454: Teaching Composition (Specialist Version)

Course Descriptions

Examines theory and practice of assessment in literacy education. Explores the range of current paradigms, including those associated with assessment as measurement, as procedure, and as inquiry. Focuses on the reciprocal relationship between assessment and instruction in literacy practices. Explores a variety of assessment practices and their appropriateness for use with a diverse student population.

  • Credit Hour(s): 3
  • Lecture Hour(s): 3
  • Level: Graduate
  • Instruction Type(s): Lecture, Online Lecture
  • Prerequisite(s): EDCI 5004 (UG) OR EDCI 5004
  • Corequisite(s):

The course assists educators in furthering their understanding of the connection between language, and the role culture plays within literacy development. Emphasizes how educators within the school context (K-12) need to be aware of, and utilize, the cultural background knowledge and linguistic resources, community needs of diverse students, and the community groups in which they belong. Major emphasis is on issues of literacy development as it relates to diverse populations (English Learners, Gifted, Exceptional Learners) in regard to oral, written, and multi-mediated texts. Graduate standing is required. 

  • Credit Hour(s): 3
  • Lecture Hour(s): 3
  • Level: Graduate
  • Instruction Type(s): Lecture, Online Lecture
  • Prerequisite(s):
  • Corequisite(s):

Diagnosis and remediation of reading problems. Each student works with children (K-12) in a clinical setting. The student is responsible for collecting relevant data, designing an appropriate program, carefully monitoring, and communicating progress in formal and informal reporting.

  • Credit Hour(s): 0 or 3
  • Lecture Hour(s): 0 or 2
  • Level: Graduate
  • Instruction Type(s): Lab, Lecture, Online Lecture
  • Prerequisite(s): (EDCI 5004 (UG), EDCI 5304) OR (EDCI 5004, EDCI 5304)
  • Corequisite(s):

This course focuses on comprehension and literacy development in middle grades. It explores a wide range of paradigms of comprehension and attends to how curriculum, instruction, and assessment are conducted within each paradigm. Special attention is given to socio-cultural and critical perspectives within literacy pedagogy.

  • Credit Hour(s): 3
  • Lecture Hour(s): 3
  • Level: Graduate
  • Instruction Type(s): Lecture, Online Lecture
  • Prerequisite(s):
  • Corequisite(s):

Foundations of elementary literacy development with a focus on: language development, reading, writing, phonological awareness, phonics, morphology, spelling, fluency, vocabulary, and comprehension. Emphasis on research bases. Focus on the integrated nature of literacy development. Analysis of the structure of English including syntax, semantics, morphology, and grapheme/phoneme correspondences. 

  • Credit Hour(s): 3
  • Lecture Hour(s): 3
  • Level: Graduate
  • Instruction Type(s): Lecture, Online Lecture
  • Prerequisite(s):
  • Corequisite(s):

The practicum develops the skills necessary to enhance school-based learning communities focused on literacy development (K-12) by providing professional development opportunities for teachers and paraprofessionals. The first of the sequence of two courses details the planning process of designing a literacy program within a school context that will identify and provide resources for teachers, administrators, and parents. The second course in the sequence provides the opportunity to implement and assess the literacy plan and to communicate the purposes of the literacy plan to policy makers and the community. Graduate standing is required.

  • Credit Hour(s): 3
  • Lecture Hour(s): 3
  • Level: Graduate
  • Instruction Type(s): Lecture, Online Lecture
  • Prerequisite(s):
  • Corequisite(s):

The practicum develops the skills necessary to enhance school-based learning communities focused on literacy development (K-12) by providing professional development opportunities for teachers and paraprofessionals. The first of the sequence of two courses details the planning process of designing a literacy program within a school context that will identify and provide resources for teachers, administrators, and parents. The second course in the sequence provides the opportunity to implement and assess the literacy plan and to communicate the purposes of the literacy plan to policy makers and the community. Graduate standing is required.

  • Credit Hour(s): 3
  • Lecture Hour(s): 3
  • Level: Graduate
  • Instruction Type(s): Lecture, Online Lecture
  • Prerequisite(s):
  • Corequisite(s):

The practicum develops the skills necessary to enhance school-based learning communities focused on literacy development (K-12) by providing professional development opportunities for teachers and paraprofessionals. The first of the sequence of two courses details the planning process of designing a literacy program within a school context that will identify and provide resources for teachers, administrators, and parents. The second course in the sequence provides the opportunity to implement and assess the literacy plan and to communicate the purposes of the literacy plan to policy makers and the community. Graduate standing is required.

  • Credit Hour(s): 3
  • Lecture Hour(s): 3
  • Level: Graduate
  • Instruction Type(s): Lecture, Online Lecture
  • Prerequisite(s):
  • Corequisite(s):

Examination of active reading processes, instructional strategies, and appropriate adolescent literature for teaching both the developmental and the remedial reader in secondary language arts. Admission in a graduate teacher education program or instructor permission required. Prerequisite: Graduate standing admission into a teacher education program or instructor permission.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Investigation of theory and research into pedagogy in teaching composition in K-12 settings. Consideration of the reasons K-12 students write, the ways they learn to write, and the genres and forms they utilize. Prerequisite: Graduate standing, admission into a graduate teacher education program or instructor permission.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate