*INTERNATIONAL STUDENTS: In addition to the base program curriculum listed below, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course.
This course examines the factors involved in the beginning literacy processes. The focus is on current theory and research relating to issues in literacy in grades K-3. Candidates will administer and interpret appropriate assessments and plan effective intervention lesson(s) for students who struggle in reading. Field Experience Hours: 7 hours. Field Setting: Public educational setting for classroom observation and work with K-1 student required.
This course will deepen understanding of reading research and language acquisition factors that influence the reading and writing processes. Candidates will also explore historical influences on literacy research and practice, examining literature in sociolinguistics, psycholinguistics, educational learning theory, and literacy research. Field experience hours: None. Field Setting: None.
The theories and research informing best practices in elementary and secondary school literacy programs will be explored. Emphasis will be placed on the application of current strategies and approaches to teaching the domains of literacy. There will be special attention given to meeting the needs of linguistically and culturally diverse learners. Field Experience Hours: 7 hours. Field Setting: School observation required.
This graduate reading course emphasizes the development of competence as a literacy coach/leader in a middle or secondary setting. Integrity is fostered through attention to the diversity of learners in their various educational settings. Leadership and collaborative relationships are fostered through various experiences with middle and secondary content area teachers, cohort peers, and literacy professionals. Candidates are expected to participate in field experiences outside of course online or class hours, which include conducting interviews with teachers, teaching a lesson, and conferencing with teachers. Field Experience Hours: 5 hours. Field Setting: Candidate arranged work with middle/secondary teacher required.
This is a graduate-level course series which explores the causes and types of reading difficulties, procedures for assessing the struggling reader, and experiences in administering and interpreting standardized and informal tests. The course also attends to current research relating to common reading problems and their correction. Field Experience Hours: 15 hours. Field Setting: Public educational setting and work with primary and intermediate/upper students required.
In this course, the role of the reading professional in program development, implementation, supervision and assessment is explored from an ethical perspective. Adult learning theory, professional development and program evaluation are also investigated. Field Experience Hours: 10 hours. Field Setting: Candidates arrange to work with teacher and need access to school data and resources.
This course emphasizes the application of assessment and remedial techniques in a supervised, clinical situation for K-12 levels. It is the culminating experience for implementing data-driven instruction and the reporting of student progress. The M.A. Reading Program Capstone is embedded in this course. Prerequisites as outlined by program template or permission granted by department chair. Field Experience Hours: 20. Field Setting: Candidate-arranged or course-embedded work with elementary and intermediate/secondary students is required.
This course critically examines issues and trends in children's literature, including using it as a basis for the promotion of cultural and linguistic diversity. Candidates learn action research principles and apply them in conducting an in-depth study of research highlighting implications for instruction. Field experience hours: None. Field Setting: None.
Embedded in clinical experience.