Master of Education: Reading

OBJECTIVES

The School of Education offers a master’s degree with a specialization in Reading as an Online Program. The program offers the same rigor and academic quality as a traditional face-to-face degree program yet offers the convenience of online learning that fits the schedule of a busy professional. The online program allows you to learn from the comfort of your own home or nearby school or library at a time that is convenient for you. We believe students will find the program both engaging and meaningful. This specialization is designed to prepare professionals in the field of reading/literacy who are interested in becoming highly effective teachers and specialists in reading and language arts. A thesis or special project is recommended for students who anticipate further study at the doctoral level. Reading faculty will conduct an admissions interview as an entry-level assessment for new applicants.

This specialization is designed to prepare professionals for the following roles:

To develop students’ literacy (reading and writing) in language arts and across the curriculum, with an emphasis on pre-school, elementary and secondary years.
To assess and instruct students with diverse literacy needs in regular classrooms, as well as specialized settings (developmental or basic classes, ESL classes, special education classes, adult literacy centers, etc.).
To participate as a member of a professional learning community, reflecting on practice and contributing to the improvement of instructional programs, advancement of knowledge and practice of colleagues.

Graduates find diverse professional positions, with the majority serving in schools as classroom teachers, reading/language arts resource teachers, special education teachers, and school consultants. Some become diagnosticians and reading specialists in clinical settings or private practice, and some go on to doctoral study.

In addition to course work that integrates theory and practice, students will diagnose and instruct individuals who have reading and writing problems.

PROGRAM LEARNING OUTCOMES

The Master of Education in Reading follows the International Literacy Association Standards representing the knowledge, skills, and dispositions necessary for literacy professionals (ILA, 2017). In addition, students are required to demonstrate their knowledge of contemporary research, evidence-based practices, curriculum and instruction, assessment and evaluation, diversity and equity, literacy environment, and leadership. The standards are listed below.

Foundational Knowledge: Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.
Curriculum and Instruction: Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.
Assessment and Evaluation: Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
Diversity and Equity: Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
Learners and the Literacy Environment: Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
Professional Learning and Leadership: Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.

PREREQUISITE

A student who wishes to be admitted into this specialization must have a bachelor’s degree in Education or a related field (e.g. psychology, English, linguistics, etc.); and teaching experience of one or more years. Note that a teaching certificate is required for those wishing to teach at the elementary or secondary levels in the Guam Public School System.

COURSE REQUIREMENTS (36 and 45 credit hours)

36 credit hours – for students who do not choose to complete a thesis/special project
45 credit hours – for students who choose to complete a thesis/special project

Core Courses (3 or 6 credit hours)

Course	Course Title	Credits	Term Offered
ED601	INTRODUCTION TO RESEARCH METHODS + This course introduces students to quantitative and qualitative methods common in educational research. Students examine and evaluate research methods and design research programs.	3 credit hours	FALL/SPRING/ALL YEARS

For students who wish to complete a thesis or special project, choose one:

Course	Course Title	Credits	Term Offered
ED602	QUALITATIVE INQUIRY IN EDUCATION + A survey of qualitative research methods common in educational research. This course discusses the theoretical and methodological tenets underlying qualitative research and focuses on five specific qualitative methods: history, ethnography, case study, critical theory, and field study. Prerequisites: ED601, Graduate status and strong writing skills.	3 credit hours	SPRING ONLY/ALL YEARS
ED603	QUANTITATIVE ANALYSIS + This is a foundation course in conducting research that involves the collection, analysis and presentation of quantitative data. Classification of data, descriptive statistics, measurement of association, regression analysis and several parametric and nonparametric inferential statistics are included. Computer software will be relied upon to analyze and display data. Interpretation and critique of quantitative research is included. Prerequisites: ED601, Graduate standing; computer experience.	3 credit hours	FALL ONLY/ALL YEARS

Areas of Specialization (30 credit hours)

Course	Course Title	Credits	Term Offered
ED484G	THE ART AND CRAFT OF TEACHING WRITING + This course draws on current perspectives in language and literacy acquisition to help teachers set up a process-centered reading and writing classroom. Emphasis will be on the Authoring Cycle as a conceptual framework for a reading/writing curriculum in PK-12 classrooms. In addition, teachers will learn how to use the authoring cycle to construct meaning across the sign systems.	3 credit hours	Intersession/ALL YEARS
ED640	LANGUAGE AND LITERACY DEVELOPMENT + This course explores the theory and practice of literacy development and instruction across the K-12 school years as well as adults. Topics include models of reading and writing processes, emergent literacy, reading and writing instruction for diverse learners, assessment, and adult literacy. Students will be introduced to the theoretical and research base for various models of literacy development, reading and writing processes, and instructional practices. The field has moved from viewing literacy as a process of skills acquisition to viewing literacy as a psycholinguistic process that is socially based and constructivist in nature. This course will help teachers apply current views of how children and adolescents develop as readers and writers to their own teaching situations.	3 credit hours	SUMMER/ALL YEARS
ED641	MIDDLE/SECONDARY READING AND WRITING IN CONTENT AREAS + Educators will learn how to support the needs of adolescent and young adults, helping them develop into confident and independent readers and writers. Focus will be on the improvement of literacy skills through meaningful, constructive engagements in reading and writing.	3 credit hours	SUMMER/ALL YEARS
ED642	SEMINAR IN LITERATURE FOR CHILDREN AND YOUNG ADULTS + Increasingly, teachers are using literature in the language arts classroom and across the curriculum. In this course, students read and critically evaluate a wide range of books for preschoolers to young adults, considering such issues as developmental needs, linguistic complexity, genre, aesthetics, interest and cultural diversity. Reader response theory, among others, provides a framework for exploring how readers respond to texts through talk, drawing, writing, dramatic play, etc.	3 credit hours	SUMMER/ALL YEARS
ED643	PRACTICUM: LITERACY ASSESSMENT + Students will learn how to use a range of formal and informal assessment tools and methods to diagnose and assess individual learners' reading and writing development, to guide instruction, and to involve the learner in self-assessment. The emphasis is on using assessment in the service of instruction in the classroom and clinical settings. This course is an advanced practicum focusing on the PK-12 grade levels. Supervised clinical practice is provided at the School of Education Literacy Center. Prerequisite: Consent of Advisor.	3 credit hours	FALL ONLY/ALL YEARS
ED644	PRACTICUM: LITERACY INSTRUCTIONAL LAB + Building on students' experience in ED643: Literacy Assessment, this course focuses on reading and writing instruction for children and adolescents with diverse learning needs. Students observe, diagnose, and instruct children at the School of Education Literacy Center. They will deepen their understanding of reading/writing processes and strengthen their skills in designing and implementing instruction that is responsive to the current knowledge, skills, interests, motivation and needs of individual learners. Students will also extend their knowledge of how to assess students, synthesize measurement data (both formal and informal) and present findings to parents and professionals in the form of a case report. This course is an advanced practicum focusing on the PK-12 grade levels. Supervised clinical practice is provided at the School of Education Literacy Center. Prerequisite: ED643.	3 credit hours	SPRING ONLY/ALL YEARS
ED645	ADVANCED METHODS IN PK-12 SCHOOL LITERACY + This course draws on the constructive nature of literacy development to teach PK-12 students. Emphasis will be placed on ways to motivate and engage students in literacy learning. Teachers will explore models of literacy learning and how they relate to literacy instruction. Literacy methods and strategies will be responsive to the sociocultural contexts of learning in diverse classroom populations. The ultimate goal is to foster students' willing engagement in reading and writing.	3 credit hours	FALL ONLY/ALL YEARS
ED646	THE ORGANIZATION AND SUPERVISION OF READING PROGRAMS + Introduces students to organization, administration, and supervision of school reading programs (K-12). Students examine roles of reading personnel, evaluate major reading programs and develop, implement, and evaluate a reading program at the classroom and school level. Prerequisite: ED640, ED641or ED645, or consent of advisor.	3 credit hours	SPRING ONLY/AS REQUIRED
ED647	ISSUES & RESEARCH IN LITERACY EDUCATION + Students conduct a critical examination of current issues in literacy, including extensive reading of recent research literature relevant to those issues. The course is also intended as an opportunity to examine one significant issue in depth and develop a well-synthesized review of research - to use multiple expert informational resources, to read extensively, to write and present for a professional audience.	3 credit hours	SUMMER/ALL YEARS
ED649	CAPSTONE SEMINAR IN LANGUAGE AND LITERACY + This seminar is designed as a final, integrative experience for students completing the master's degree program in language and literacy. Candidates create an Electronic Capstone Portfolio to showcase their growth in mastery of competencies identified by program goals, objectives and standards, their synthesis of graduate course work and experience, and the professionalism expected of an educator. Prerequisites: A candidate's Capstone Experience occurs during his/her last fall or spring semester of course work.	3 credit hours	FALL/SPRING/ALL YEARS

Technology and Literacy (3 credit hours)

Course	Course Title	Credits	Term Offered
ED638	TEACHING WITH THE INTERNET + This course focuses on how to use the Internet for teaching and learning. It helps students develop skills and strategies in integrating the Internet as an essential resource into the curriculum. Prerequisite: ED452 equivalent.	3 credit hours	AS REQUIRED

Thesis or Special Project (6 credit hours)

Capstone Portfolio and PRAXIS II for Reading Specialist required for students who seek Reading Specialist Certification.

OR

Capstone Portfolio and Written Comprehensive Exam required for students who do not seek Reading Specialist Certification.

ED-690 or ED-695 required only for those students who wish to complete a thesis or special project.

Course	Course Title	Credits	Term Offered
ED690	SPECIAL PROJECT	3 - 6 credit hours	FALL/SPRING/ALL YEARS
ED695	THESIS:	1 - 6 credit hours	FALL/SPRING/ALL YEARS
ED697	COMPREHENSIVE EXAM + This course provides an opportunity to document the successful completion of the PRAXIS II or comprehensive exam. It is a way to ensure that a student?s academic evaluation accurately reflects the additional requirement for PRAXIS II or comprehensive exam and does not provide a false indication that the student is ready to graduate.	0 credit hours	FALL/SPRING/ALL YEARS