Reading

View/Download PDF Version

Training Programs | Graduate Certificates | Graduate Degrees | Graduate Courses

Dickinson Hall, Room 300, (501) 569-3124
Reading Recovery Teacher, Reading Recovery Teacher Leader, Literacy Intervention Specialist Graduate Certificate, Literacy Coach Specialist Graduate Certificate, Master of Education, Educational Specialist, and Doctor of Philosophy
The Reading Education Program in the UALR College of Education offers the several programs and degrees to meet the needs of teachers progressing along their career pathway:

Training Graduate Certificates Graduate Degrees
Reading Recovery Teacher Literacy Intervention Specialist Graduate Certificate Master of Education in Reading [M.Ed.]
Reading Recovery Teacher Leader Literacy Coach Specialist Graduate Certificate Educational Specialist in Reading [Ed.S.]
Doctor of Philosophy in Reading [Ph.D.]

Training Programs

Reading Recovery Teacher:

UALR is a certified University Training Center for preparing Reading Recovery teachers. The training program is regulated by the Guidelines and Standards for preparing Reading Recovery Educators. Upon acceptance to the UALR Reading Recovery Teacher-Training program, the candidate completes 6 credit hours of specialized Reading Recovery coursework. In Year 1,the candidate receives training as a Reading Recovery Teacher. In Year 2, the candidate receives training in the K-6 small group intervention model.

Required Courses (6 hours):

READ 7342 Principles of Literacy and Cognition I
READ 7343 Principles of Literacy and Cognition II


Reading Recovery Teacher Leaders:

To be accepted for training, the Reading Recovery Teacher Leader candidate must meet all criteria established by the Reading Recovery Guidelines and Standards including an application process and a letter of commitment from the employer. Reading Recovery Teacher Leader candidates participate in an 18 credit hour program of study, including an internship in Arkansas schools.

Required Courses (21 hours):

READ 7342 Principles of Literacy and Cognition I
READ 7343 Principles of Literacy and Cognition II
READ 7344 Intervention Designs for Struggling Readers
READ 8340 Research in Language and Literacy
READ 7398 Theory and Practice in Literacy
READ 8301 Supervision and Organization of Reading Programs
READ 8302 Professional Experience in Reading Programs

Additional information on the Reading Recovery Training programs can be obtained at the UALR Center for Literacy website.


Graduate Certificates

The Reading Education Program offers two graduate level certificates: the Literacy Intervention Specialist Graduate Certificate and the Literacy Coach Specialist Graduate Certificate. Both programs include an 18 credit hour program of study for preparing candidates for the specialized roles aligned with the International Reading Association.

Graduate Certificate Admission Requirements

All applicants for both Regular or Conditional Admission status must have:

  • Valid teaching license (Arkansas or other state) and
  • Favorable recommendations from faculty in the program.

Specific admission criteria for Regular or Conditional admissions follow:

Regular Admission Conditional Admission
    • Baccalaureate degree from a regionally accredited institution with a cumulative grade point average of at least 2.75. (4.0 scale)

or

    • Grade point average of at least 3.0 for the last 60 hours of undergraduate courses.

or

  • Master’s degree from a regionally accredited institution with a cumulative grade point average of at least 3.0.

(Please note: the Masters degree requirement above is required for entry into the Literacy Coach Specialist program as it is a post-masters program.)

    • Baccalaureate degree from a regionally accredited institution; a cumulative undergraduate GPA of no lower than 2.5; and a Graduate Record Exam (GRE) score of at least 141 on the Verbal Scale, 150 on the Quantitative Scale, and 4.5 on the Analytical Writing Scale.

or

  • Completion of at least 12 semester hours of graduate course work in another UALR graduate program or graduate program from another regionally accredited college or university with a cumulative GPA of at least 3.0 and no grade lower than a B.

Literacy Intervention Specialist:

The Literacy Intervention Special Graduate Certificate is an 18 credit hour post-baccalaureate program for teachers who are enrolled in or have completed the Reading Recovery Training Program. The certificate is designed to prepare candidates for the specialized role of intervention specialist. The courses focus on teaching struggling readers, including diagnosis of early reading difficulties, designing interventions for working with struggling readers individually and in small groups, and creating a comprehensive intervention model for literacy improvement. Candidates must complete 9 hours of required courses and 9 hours of approved electives.

Required Courses (9 hours):

READ 7344 Intervention Designs for Struggling Readers
READ 7345 Advanced Practicum in Intervention Models
READ 7354 Content Area Literacy

Elective Courses (9 hours):

READ 7340 Best Practices in Literacy Instruction
READ 7342 Principles in Literacy & Cognition I
READ 7342 Principles in Literacy & Cognition I
READ 7395 Comprehensive Literacy Model for School Improvement
READ 7365 Specialized Assessment in Early Literacy Instruction
READ 7352 Diagnosis of Reading Difficulties
READ 7330 Children’s Literature Across the Curriculum
READ 7397 Creating Literate Environments for Young Learners
READ 7393 Special Topics: Advanced Studies in Literacy Intervention

Literacy Coach Specialist:

The Literacy Coach Specialist Graduate Certificate is an 18 credit hour post-master’s program. The certificate is designed to prepare the reading specialist with a background in the Comprehensive Literacy Model for the unique role of literacy coach in today’s schools. Aligned with the International Reading Association Standards for Reading Professionals, the program of study focuses on three major areas:

  1. instruction,
  2. assessment, and
  3. leadership.

An emphasis is placed on supervising and coordinating a school’s literacy program, including providing professional development, coaching teachers, designing curriculum, teaching struggling readers, and conducting research on literacy and school change.. Additional information on the Literacy Coach Specialist program can be obtained from the UALR Center for Literacy website. The courses for the Literacy Coach Specialist Graduate Certificate can be applied toward an advanced degree in reading education.

Required Courses (18 hours):

READ 7398 Theory and Practice in Literacy
READ 8301 Supervision and Organization of Reading Programs
READ 8302 Professional Experiences in Reading
READ 8305 Literacy Coaches as Agents of Change
READ 8304 Curriculum Design and Evaluation
READ 7395 Comprehensive Literacy Model for School Improvement

Literacy Coach Specialist Graduation Requirements:

To complete the requirements for the Literacy Coach Specialist Graduate Certificate, candidates must:

  • Successfully complete the 18 credit hour program of study with a minimum GPA of 3.0.
  • Successfully defend a Literacy Coach Portfolio that demonstrates proficiency in program areas.

Graduate Degrees

UALR College of Education offers three graduate degrees in reading enabling educators to significantly increase their knowledge, skills, and dispositions in the field of literacy education as well as to pursue a variety of important professional roles in literacy throughout the educational world.

Master of Education in Reading

The Master of Education in Reading focuses on preparing candidates for licensure as reading specialists, effective literacy educators, or intervention specialists. The M.Ed. program of study emphasizes the relationship between theory, research, and practices in literacy education. The M.Ed. in Literacy program meets NCATE, Arkansas Department of Education, and International Association standards.

For more information about the M.Ed. Reading program, visit our website.

M.Ed. Admission Requirements

All applicants for both Regular and Conditional Admission status must have:

    • A valid, initial or standard teaching License (Arkansas or other state)
    • Favorable recommendation and dispositions assessment as a result of an interview with Reading Program Faculty,

and

  • Two letters of recommendation from professors, colleagues, or administrators.
  • All applicants are responsible for securing information related to state licensure as a reading specialist (Arkansas or other state) to ensure that their meet state licensure requirements during or after the completion of coursework toward the degree.
Core Requirements (15 hours)

READ 7351 Foundations of Teaching Reading
READ 7352 Diagnosis of Reading Difficulties
READ 7327 Contemporary Curriculum Design
EDFN 7303 Introduction to Educational Research
READ 7306 Literacy and Technology

Concentrations (12 hours-Select One)
Reading Specialist*

READ 7354 Literacy in the Content Areas
READ 7356 Practicum in Reading
READ 7357 Seminar in Reading
READ 7370 Advanced Practicum in Reading

Literacy & Culture

READ 7310 Literacy, Language and Culture
MCED 7316 Adolescent Literature
READ 7348 Teaching Writing Process in Schools
READ 7354 Literacy in the Content Areas

Intervention

READ 7340 Best Practices In Literacy Instruction
READ 7344 Intervention Designs for Struggling Readers
READ 7345 Advanced Practicum in Intervention Models
READ 7354 Literacy in the Content Areas

Electives (9 hours-Electives may include courses from any Concentration)

READ 7307 Special Topics in Literacy
READ 7330 Children’s Literature Across the Curriculum
READ 7321 Processes and Strategies in Reading
READ 7397 Creating a Literate Environments for Young Learners
READ 7361 Language and Reading Instruction
READ 7365 Specialized Assessment in Early Literacy Instruction
READ 7395 Comprehensive Literacy Model for School
READ 7342 Principles of Literacy and Cognition I
READ 7343 Principles of Literacy and Cognition II

*Reading Specialist Licensure

After completion of the M.Ed. program, the Arkansas Department of Education requires individuals seeking Reading Specialist certification meet the following criteria:

  • Pass the Praxis II Reading Specialist Exam
  • Three (3) years teaching experience

M.Ed. Retention Requirements

Once admitted, candidates are required to maintain an overall grade point average of 3.0 with at least a grade of C in all Reading Education (READ) courses in order to continue in the M.Ed. Program.

Throughout completion of coursework, program faculty monitors candidates’ performance, professional behaviors, and dispositions. When needed, candidates may be required to participate in professional development conferences. Successful advancement in the program is not based solely on the number of credits earned; it also requires demonstration of professional knowledge, skills, and dispositions.

M.Ed. Graduation Requirements

  • Completion of 36 hours of program coursework.
  • 3.0 or higher cumulative grade point average on program coursework.
  • Pass a comprehensive examination that covers program areas.
  • Pass the Praxis II Reading Specialist Exam (for Reading Specialist Concentration only).

Ed.S. Program Requirements

All applicants for both Regular and Conditional Admission status must have:
A valid, initial or standard teaching License (Arkansas or other state)

Regular Admission Conditional Admission
Master’s degree from a regionally accredited institution with a cumulative grade point average of at least 3.3 Graduate Record Exam (GRE) score of at least 150 on the Verbal Scale, 141 on the Quantitative Scale, and 4.5 on the Analytical Writing Scale
or
Completion of at least 12 semester hours of graduate course work in another UALR graduate program or graduate program from another regionally accredited college or university with a cumulative GPA of at least 3.0 and no grade lower than a B

The Ed.S. in Reading requires a minimum of 36 hours beyond the master’s degree, including 6 hours in research, 15 hours of emphasis requirements in reading, and 9 hours of reading electives. The candidate is expected to design and implement a research project as a culminating experience. Two research options meet this requirement: 6 hours of thesis, or 3 hours of research practicum and 3 hours of scholarly writing. Additional exit requirements include the successful completion of an electronic portfolio in Chalk and Wire and a passing score on a comprehensive written examination.

Prerequisite Requirements

If the candidate did not complete a research course in the master’s program, the candidate will be required to complete EDFN 7303 lntro to Research (or equivalent course) prior to enrolling in 7304 Basic Statistics.

If the candidate does not have a reading license or a master’s in reading, the candidate will be required to complete a minimum of 6 hours of prerequisite course work in foundations of teaching reading and diagnosis in reading difficulties or equivalent course work.

Common Requirements (6 hours)

EDFN 7304 Basic Statistics
EDFN 8306 Advanced Research Methods
or
EDFN 7373 Qualitative Research

Emphasis Requirements (15 hours)

READ 7398 Theory and Practice in Literacy
READ 8340 Research in Language and Literacy
READ 8301 Supervision and Organization of Reading Programs
READ 8302 Professional Experiences in Reading
READ 8304 Curriculum Design and Evaluation of Literary Programs

Electives (9 hours)

READ 7321 Processes and Strategies in Reading Comprehension
READ 7330 Children’s Literature Across the Curriculum
READ 7340 Best Practices in Literary Instruction
READ 7344 Intervention Designs for Struggling Learners
READ 7345 Advanced Practicum in Intervention
READ 7348 Teaching the Writing Process in Schools
READ 7354 Literacy in the Content Areas
READ 7365 Specialized Assessment in Early Literacy Instruction
READ 7395 Comprehensive Literacy Model for School Improvement
READ 7397 Creating Literate Environments
READ 8305 Literacy Coaches as Agents of Change Required

Options (6 hours)

READ 8348 Scholarly Writing in Literacy
READ 8349 Research Practicum in Literacy
or
READ 8350 Thesis I *
READ 8351 Thesis II*

*If the student plans to seek a doctorate in reading, Thesis I and II are recommended.

Reading Licensure

The Arkansas Department of Education offers two levels of licensure:

  1. Elementary
  2. Secondary

If candidates do not already have reading certification, they are required to take the appropriate Praxis II examination for certification.


Doctor of Philosophy in Reading

The Doctorate of Philosophy (Ph.D.) in Reading degree is a program of study designed to prepare candidates with the knowledge and expertise to become teacher educators, scholars, and literacy researchers. The Ph.D. in Reading is a research-oriented program of study with rigorous coursework in literacy education combined with cognitive apprenticeships in the field and opportunities to collaborate with faculty on scholarly work and research projects. To achieve this goal, candidates must be participants in a professional community where research and scholarly activity are intentionally embedded into the teacher preparation programs. The Center for Literacy in the Department of Teacher Education provides candidates with an infrastructure for

      (a) interacting with researchers and accomplished practitioners through UALR sponsored events, including the annual literacy conference, spring literacy academy, and summer institutes;
      (b) collaborating with faculty on literacy-related research projects;
      (c) using technology for research, assessment, and the dissemination of information; and
      (d) establishing educational partnerships with local, state, and national agencies in order to influence literacy advancements. In the process, candidates are mentored into a service philosophy that views literacy accomplishments as a global responsibility, including the necessary knowledge and dispositions for influencing reading achievement for all learners.

Ph.D. Admission Requirements

Candidates will submit a graduate application to the UALR Graduate School. Admission decisions will be made on a holistic basis to discern the candidate’s promise for doctoral study and to ascertain the match of the candidate’s educational goals with the resources and goals of the reading program.

  • Minimum grade point average of 3.3-3.5 on master’s degree or higher
  • GRE quantitative score with a minimum score of 141
  • GRE verbal score with a minimum score of 150
  • GRE analytical writing score with a minimum score of 4.5
  • 3 professional letters of recommendation
  • Reading faculty interview, including professional goals statement, current curriculum vitae, and other requested evidences of the applicant’s promise for doctoral studies
Conditional Admission

If the standard for admission is not met, a conditionally admitted student may enroll in up to 12 semester hours. Upon completion of 12 semester hours in the program, the reading faculty will review the work completed to that point by the applicant as part of the overall admissions application to determine if the student will be granted regular admission to the program.

Admission to regular status will be contingent upon the student successfully completing 12 hours of the following coursework with a minimum 3.5 GPA:

READ 8320 Phonology, Orthography, and Linguistics
READ 8330 Cognitive and Social Theories in Literacy Learning
READ 8348 Scholarly Writing in Literacy
READ 8349 Research Practicum in Literacy
EDFN 7373 Qualitative Research Methods
EDFN 8305 Intermediate Statistics
EDFN 8306 Advanced Research Methods

Residence Requirements

Residence is defined as a full-time registration for a given semester on the UALR campus. The summer term is included in this period. Two consecutive semesters of residence are required with a minimum of 6 semester hours taken each semester.

Ph.D. Program Requirements

The Ph.D. in Reading requires a minimum of 108 hours (72 hours beyond the master’s degree) as determined by student and student’s coursework advisor. The program of study is organized under four curricular areas:

  1. Literacy Core;
  2. Research Core;
  3. Specialty Area; and
  4. Dissertation.

The literacy core includes 15 hours of coursework that provides candidates with an integrated exploration of seminal theories, key research studies, and historical contributions in reading instruction. The research core includes 15 hours of coursework that addresses current information about research design and methods for quantitative and qualitative studies, including statistics and data management.

The specialty area includes 24 hours of coursework that provides candidates with a range of options for deepening their knowledge in concentrated areas. The dissertation courses include a minimum of 18 hours of coursework that provides candidates with the knowledge and experiences for designing and conducting scholarly research in literacy education. Additional requirements include the successful completion of an electronic portfolio in Chalk and Wire and a passing score on a comprehensive written examination.

Prerequisite Requirements

Reading Prerequisites: If the candidate does not hold a reading license or a Master’s in reading, the candidate will be required to complete 9 hours of foundational reading coursework, including Foundations of Teaching Reading, Reading Diagnosis (or equivalent courses), and 3 hours of Reading practicum prior to enrolling in any 8000-level reading coursework. These hours can be applied as electives in the degree plan.

Research Prerequisites: If the candidate did not complete a statistics or entry-level research class in the Master’s or Educational Specialist program, the candidate will be required to complete EDFN 7304: Basic Statistics and EDFN 7303: Introduction to Research prior to enrolling in any 8000-level research or statistics courses (some courses may have other prerequisites, as well). If the candidate did not complete a qualitative research class in the Master’s or Educational Specialist program, the candidate will be required to complete EDFN 7373: Qualitative Research Methods prior to enrolling in EDFN 8383: Advanced Qualitative Research Methods.

Literacy Core Requirements (15 hours)

READ 8320 Phonology, Orthography, & Linguistic Processes
READ 8330 Cognitive & Social Theories in Literacy Learning
READ 8342 Reading Comprehension: From Research to Practice
READ 8345 Theoretical Models and Historical Perspectives
READ 8399 Doctoral Seminar in Reading

Research Core: (Select 15 hours)

EDFN 8305 Intermediate Statistics
EDFN 8308 Advanced Statistics
EDFN 8306 Advanced Research Methods
EDFN 8330 Mixed Methods
EDFN 8383 Advanced Qualitative Research Methods
EDFN 8310 Applied Measurement in Research and Analysis

Specialty Areas: (Select 24 hours)

READ 8340 Research in Language and Literacy
READ 8348 Scholarly Writing in Literacy
READ 8349 Research Practicum in Literacy
READ 8301 Professional Experiences in Literacy Programs
READ 8302 Supervision and Organization of Reading Programs
READ 8304 Curriculum Design and Evaluation of Literacy Programs
READ 8305 Literacy Coaches as Agents of Change
READ 7321 Processes and Strategies in Reading Comprehension
READ 7330 Children’s Literature Across the Curriculum
READ 7348 Teaching Writing in Elementary and Secondary Schools
READ 7395 Comprehensive Literacy Model for School Improvement
READ 7397 Creating Literate Environments
READ 7398 Theory and Practice in Literacy

Dissertation (18 hours)

Following the completion of all course work, the candidate writes a dissertation proposal detailing the intended research and the rational behind it. The candidate must defend the proposal to the dissertation committee. After approval is granted, work on the dissertation can proceed. The dissertation represents the culmination of an original major research project completed by the student. The candidate may continue to enroll in dissertation beyond the fourth year but must have the dissertation completed prior to the ten-year limit.

READ 9199-9999 Dissertation


Courses in Reading Education

READ 7107, 7207, 7307 Special Topics in Literacy
Special topics in literacy education including, but not limited to, in-depth study of phonemic awareness, phonics, fluency, vocabulary development and / or reading comprehension as they relate to historical and current perspectives at the state and national level. Offered on demand.

READ 7193, 7293, 7393 Special Topics in Reading Education
Prerequisites: graduate standing, consent of instructor. Selected theoretical, research, and practical topics. These courses are used for state initiatives, such as Reading First, ELLA, McRatt, and Effective Literacy. May be repeated for credit. Offered on demand.

READ 7306 Literacy and Technology
Candidates will examine how to integrate new literacies, software, and technology across the curriculum. Candidates will study the strengths and limitations of technology and computer applications for the development and integration of effective technology lessons in a literacy curriculum across content areas.

READ 7310 Literacy, Language, and Culture
Candidates will explore how literacy learning takes place among diverse populations, including second language learners. Candidates explore the role of literature in promoting cross cultural understandings in a student-centered literacy curriculum. Specific topics include selecting literature and learning best practices to create a classroom that promotes social justice and critical literacy.

READ 7321 Processes and Strategies in Reading Comprehension
This course focuses on the processes of reading comprehension, including the influence of perceptions, beliefs, motivation, language, and strategies for understanding. An emphasis is placed on effective questioning, text selection, discourse chains, and environment as ways to promote comprehension.

READ 7326 Developmental Reading
Development of a comprehensive reading program; current practices in reading instruction and assessments; selection of effective materials, and meeting the needs of a diverse population.

READ 7327 Contemporary Curriculum Design
Philosophy, administration, and techniques of curriculum design, including participation in development of a culturally pluralistic curriculum.

READ 7330 Children’s Literature Across the Curriculum
This course is based upon current issues, research, and effective practices regarding the use of children’s literature across the curriculum. Students will learn how to select quality children’s books for use in a variety of content areas; develop respect and appreciation for numerous genres, multicultural literature, authors, illustrators, and poets; and plan lessons that use children’s literature to effectively support and enrich instruction in a variety of classroom settings.

READ 7340 Best Practices in Literacy Instruction
The course examines research-based practices in K-12 literacy instruction, including theories of differentiated instruction, reciprocal processing, integrated curriculum, and linguistic diversity.

READ 7342 Principles of Literacy and Cognition I
Course restricted to Reading Recovery teachers-in-training. This course is the first of two courses of teacher training for the Reading Recovery program. It covers the theoretical foundations of a socio-psycholinguistic early intervention model appropriate to meet the needs of students having confusions with reading and writing conventions and includes on-going practical experiences in a school setting. Observation and specialized procedures are emphasized. The rationales and procedures of a short-term intervention program are discussed and practiced.

READ 7343 Principles of Literacy and Cognition II
Prerequisite: Principles of Literacy and Cognition I. Course restricted to Reading Recovery teachers-in-training. This course is the second of two courses of teacher training for the Reading Recovery Program. It covers the theoretical foundations of a socio-psycholinguistic early intervention model appropriate to meet the needs of students having confusions with reading and writing conventions and includes on- going practical experiences in a school setting. Observation and specialization procedures are emphasized. The rationales and procedures of a short-term intervention program are discussed and practiced.

READ 7344 Intervention Designs for Struggling Learners
A course involving supervised practice in intervention instruction for children experiencing difficulty in literacy. The class will focus on differentiating reading and writing instruction within various settings, including supplemental and classroom, for meeting the needs of struggling learners. The course will include techniques for using intervention team meetings to select appropriate services, collaborating with teachers across intervention programs, and using assessment to monitor children’s progress.

READ 7345 Advanced Practicum in Intervention Models
Prerequisites: READ 7344 or consent of the instructor. This course is an advanced study of intervention models for children experiencing difficulty in literacy. Candidates will implement a research-based intervention model in a school setting, collect data on the effectiveness of the model, and write a research paper.

READ 7348 Teaching the Writing Process in Schools
The course emphasizes the teaching of the writing process within a writing workshop format, including pre-writing, drafting, revising, editing, and publishing. Additional areas of study will include writing conferences, keeping a writer’s notebook, genre writing, evaluating writing, and other issues related to learning to write.

READ 7350 Early Childhood Literacy Instruction and Assessment
This course will focus on the foundations of literacy instruction at the primary level (Pre-K through grade 4). Emphasis will be given to learning to teach through the components of a balanced literacy program and the supporting theories and research. Special attention will be placed on designing and managing literate classroom environments, the importance of selecting and using appropriate texts, developing students’ language and literacy skills, and using assessments to guide instruction.

READ 7351 Foundations of Teaching Reading
Psychological dimensions of reading; principles of learning; organizational pattern affecting reading instruction; scope of the reading process; correlates of reading instruction; emphasis on appropriate use of various learning, psycho-linguistic theories in planning reading programs to meet children’s needs.

READ 7352 Diagnosis of Reading Difficulties I
Prerequisite or Co-requisite: READ 7351. This course explores the causes of reading difficulties/disabilities, approaches to diagnosis, and appropriate remedial measures. Candidates analyze a variety of assessments, including formal and informal assessment instruments, administer and interpret assessments and make recommendations for appropriate instructional methodologies for specific students.

READ 7353 Diagnosis of Reading Difficulties II.
Prerequisite READ 7352. This course builds on the knowledge and skills acquired in READ 7352. Students plan remediation strategies and programs based on diagnostic information gained from appropriately selected and administered assessments. Offered on demand.

READ 7354 Teaching Reading in the Content Areas
This course focuses on exploring and using reading strategies to support the learning of content material.

READ 7356 Practicum in Reading
Prerequisites: READ 7351, READ 7352. Candidates in this course will be involved in a clinical experience that supports the focus of their professional goals. Students will plan and implement an instructional program for students. The content of the class will include problem solving around the issues related to working in the clinical experience.

READ 7357 Seminar in Reading
Prerequisites: a minimum of 15 hours in reading and consent of instructor. Current issues, influential researchers and theorists in literacy education, and effective practices. Course requires Internet and library searches and a research project. Offered in spring.

READ 7361 Language and Reading Instruction in Early Childhood
Language development programs and reading methods, materials, teaching strategies for preschool and primary-age; relates speaking, listening, writing and reading to instructional strategies; planning administering comprehensive language readiness programs for preschool, primary age students. The course includes formal and informal evaluation techniques for young children; teaching emphasis on discovering children’s personal language competencies; multicultural emphasis on dialect and reading. Offered in spring and summer.

READ 7365 Specialized Assessment in Early Literacy Instruction
The course focuses on the principles of early intervention for diagnosing literacy problems for students, including an understanding of emergent literacy and the experiences that support it. Special attention will be placed on designing individualized and group instructional interventions targeted toward those students in greatest need or low proficiency levels, including knowledge of instructional implications of research in special education, psychology, and other fields that deal with the treatment of students with reading and learning difficulties.

READ 7370 Advanced Practicum in Reading
Prerequisites: READ 7352, READ 7356. This is a clinical course that requires a supervised experience in working with struggling literacy learners. Candidates in this course will work with individual students as well as small groups of students. Offered in summer.

READ 7395 Comprehensive Literacy Model for School Improvement
The course is designed as a summer literacy institute for teachers and school teams interested in implementing a comprehensive literacy model, including a framework for literacy, individual and small group interventions, literacy team meetings, assessment walls and progress, school plans, and literacy coaching. The course is a requirement for the Literacy Coach certificate program.

READ 7397 Creating Literate Environments
The course focuses on implementing a workshop approach in reading, writing, and content areas for meeting the needs of all students, including how to use reading strategies to access content knowledge. An emphasis is placed on organizing instruction to include a balance of whole group teaching, small group instruction, and individual conferences. Literacy components are discussed, including the rationale and procedures for implementing mini-lessons, guided reading, literature discussion groups, shared reading, small group assisted writing, and one-to-one conferences.

READ 7398 Theory and Practice in Literacy
This course examines literacy theories and their practical implications for instruction. Theories of knowledge acquisition, literacy processing, assisted performance, and transfer are examined and applied to reading and writing. Students conduct an action research project in a literacy-related area.

READ 8301 Supervision and Organization of Reading Programs
This course focuses on preparing reading specialists and literacy coaches for supervising and organizing a school-wide literacy program, including organizational techniques and instructional approaches. An additional focus is placed on developing the knowledge and skills of a literacy coach in three major areas: coaching teachers, providing professional development to school personnel, and evaluating a school’s literacy program.

READ 8302 Professional Experiences in Reading
The course focuses on practical experiences with a literacy program in a school. Requires a minimum of 10 clock hours a week in the appropriate practicum setting, attendance at scheduled seminars, and a portfolio that demonstrates competencies as a reading professional, including conducting literacy team meetings and staff development, coaching teachers, making curricula decisions, and collecting data for school improvement. Supervised internships are required for literacy coaches and other literacy leaders.

READ 8304 Curriculum Design and Evaluation of Literacy Programs
This course focuses on designing and assessing literacy curriculum, including evaluating literacy programs and materials and analyzing their evidence-based rationales, aligning curriculum to state and professional standards, creating activities and rubrics to match curriculum, and using school-embedded professional development to achieve literacy goals.

READ 8305 Literacy Coaches as Agents of Change
This course focuses on the roles and responsibilities of a literacy coach, including specialized techniques and language prompts for scaffolding teachers. An emphasis is placed on observing change over time in knowledge levels and types of self-reflection. Other responsibilities include modeling lessons, conducting team meetings, leading study groups, selecting materials, and collecting and analyzing data for school improvement.

READ 8320 Phonology, Orthography, and Linguistic Processes in Reading
This course focuses on the theories of written language learning, including how phonological and orthographic language systems change over time. Theories and research related to letters, sounds and their relationships, word patterns, and spelling knowledge will be used to plan reading instruction. An emphasis will be placed on the role of texts for stimulating print awareness and developing strategies for integrating multiple sources of information.

READ 8330 Cognitive and Social Theories in Literacy Learning
This course examines theories of cognitive, linguistic, and social learning and their practical implications for teaching students in the elementary and middle grades. A focus is placed on using language as a problem-solving tool for learning about literacy. Research-based components of literacy are examined and applied to the everyday context of teaching and learning.

READ 8340 Research in Language and Literacy Acquisition
This course examines the theories and research on language and literacy acquisition, including the description of methods and techniques employed in literacy research. Students design and conduct a research project in a literacy-related area.

READ 8342 Reading Comprehension: From Research to Practice
This course examines the theories and research on reading comprehension and implications to instructional practice, including cognitive, social, linguistic, and motivational influences in comprehending messages.

READ 8345 Theoretical Models and Historical Perspectives in Literacy
This course examines contemporary models of reading, including information processing, interactive, transactional, psycholinguistic, sociocognitive, and other prominent models of reading. Candidates will trace the history and pertinent influences on the teaching of reading and reading practices from colonial to contemporary times.

READ 8348 Scholarly Writing in Literacy
The course focuses on how to prepare reading candidates to write and publish for a scholarly audience, including setting a writing purpose, conducting a literature review, collecting and analyzing data, and presenting information in the appropriate writing format. The course emphasizes the writing process, including drafting, composing, revising, editing, and publishing stages. Students will submit the final manuscript for publication or for a conference presentation.

READ 8349 Research Practicum in Literacy
This course focuses on preparing students to participate in a faculty-sponsored research project. Students must also complete an individual study, including a manuscript submission and conference presentation.

READ 8350 Specialist Thesis I
Prerequisite: Completion of 27 hours of emphasis requirements or consent of instructor. Orientation to writing a thesis, including preparing a research proposal in the area of reading and conducting an extensive review of related literature in reading research.

READ 8351 Specialist Thesis II
Prerequisite: READ 8351. Completion and defense of thesis project.

READ 8399 Doctoral Seminar
Advanced topics in reading and language arts selected by the instructor in consideration of the needs and interests of doctoral students. Research and seminal works are analyzed and interpreted. Research designs, procedures and findings are discussed. Student must be admitted to Ph.D. program or have permission of instructor.

READ 9199-9999 Dissertation
Prerequisites: Completion of all course work; consent of instructor. Development of a doctoral-level dissertation.
Top