Reading, M.Ed.

Image Caption

College of Education

Department of Reading / Stroud Hall

112 570-422-3416

www.esu.edu/gradreed

Faculty

Graduate Coordinator:

Rhonda Sutton, Ed.D., rsutton@esu.edu

Professors:

Maureen McLaughlin, Ed.D., chair, mmclaughlin@esu.edu

Mary Beth Allen, Ed.D., mballen@esu.edu

Associate Professors:

Rhonda Sutton, Ed.D., rsutton@esu.edu

Assistant Professor:

Shawn L. Coskey, Ed.D., scoskey@esu.edu

Mission Statement of the Department

The Mission of the Graduate Reading Program is to create a diverse community of educators dedicated to continuously advancing the teaching of reading, emerging literacies, and research in an ever-changing global society. Essential components, which are embedded in the Mission, include knowledge of the foundational components of reading, varied research and creative opportunities, integration of traditional and emerging technologies, challenging and contemporary curricula, and culturally responsive teaching, leadership, and service.

National Accreditation

National Council for Accreditation of Teacher Education (NCATE)

Program Outcomes

Candidates for the Reading Specialist Certification/Master of Education in Reading will:

  • Base their teaching on the major theories of reading and their relationship to various models of literacy instruction.
  • Develop a personal philosophy of literacy development and instruction.
  • Teach reading to K-12 students.
  • Work cooperatively and collaboratively with other professionals in planning programs to meet the needs of diverse populations of learners.
  • Put literacy theory into practice in a variety of educational contexts.
  • Integrate reading, writing, speaking, listening, and viewing across the curriculum.
  • Differentiate instruction based on students' needs.
  • Use multiple, appropriate procedures to assess and evaluate students' effort, progress, and achievement in literacy.
  • Investigate and implement research on current practices in literacy instruction.
  • Use technology and emerging literacies as natural components of teaching and learning.
  • Provide leadership in student advocacy.
  • Communicate and work collaboratively with parents, teachers, administrators, and community personnel in a literacy program.

Master of Education in Reading

  • 36 credits

    Program Purpose

    The Reading Department of East Stroudsburg University offers a graduate program of study leading to a Master of Education (M.Ed.), which qualifies students for the Pennsylvania Reading Specialist Certificate. This certificate enables a teacher to provide reading instruction in kindergarten through grade 12. The graduate program is now available on campus, as well as through distance education. In distance education, REED 524 Reading Clinic Practicum is offered in the students' home districts.

    Please note: Beginning in January 2013, in compliance with a directive from Pennsylvania Department of Education, all candidates will be required to complete (or submit official transcripts to document that they have completed) the "9+3" Chapter 49 requirements. This means that candidates will need to complete 9 credits that address specific Special Education competencies and 3 credits that address English Language Learner competencies.

    Please Note-The Reading Department's "9+3" courses are:

    REED 520 Teaching Reading to Students with Disabilities

    SPED 550 Nature and Needs of Exceptional Individuals

    SPED 551 Inclusionary Practices

    REED 521 Reading and Language Development for Diverse

    Learners (ELs)

    Please discuss your "9+3" status with your graduate advisor at the start of your program.

    Plan of Study

    Sequence of Required Courses:

    REED 523

    Teaching Reading: Best Practice for Today's Students

    3

    REED 522

    Theoretical Models of Reading and Literacy Processes

    3

    REED 521

    Reading and Language Development for Diverse Learners

    3

    REED 526

    Organization, Implementation, and Evaluation of School Reading Programs

    3

    REED 527

    Reading in the Content Areas

    3

    REED 529

    Assessment and Evaluation of Literacy

    3

    REED 580

    Research Problems in Reading

    3

    REED 524

    Reading Clinic Practicum

    6

    REED 532

    The Essentials of Literacy Coaching

    3

    REED 534

    The Role of Literacy Coach in Professional Development

    3

    Elective Choices (Select one)

    REED 530

    Teaching Reading Through Young Adult Literature

    3

    REED 575

    Reading Colloquium.

    3

    Total Credits

    36

    Final Program Requirement:

    Research Paper, Electronic Program Portfolio

    Graduate students in both the master's degree and reading specialist programs must complete the requirements established by the faculty that meet the standards of the Pennsylvania Department of Education for the Pennsylvania Reading Specialist Certificate and the National Council for Accreditation of Teacher Education (NCATE).

    Typical time to finish

    As a full-time student, a candidate for the Master of Education can usually complete the program in one calendar year. Part-time students are subject to a six-year time limit. The program's classes during the fall and spring semesters are offered in the late afternoon and evening.

Reading Specialist Certification

  • 27 credits

    Purpose of Program

    The certification program is designed to qualify candidates for the Pennsylvania Reading Specialist K–12 Certificate.

    Plan of Study

    The Reading Specialist Certification component of the program consists of 27 credit hours of required course work, while the Master of Education in Reading degree requires 36 credit hours. Programs are planned for students on the basis of an individual's previous course work and professional experiences.

    Sequence of Required Courses:

    REED 523

    Teaching Reading: Best Practice for Today's Students

    REED 522

    Theoretical Models of Reading and Literacy Processes

    REED 521

    Reading and Language Development for Diverse Learners

    REED 526

    Organization, Implementation, and Evaluation of School Reading Programs

    REED 527

    Reading in the Content Areas

    REED 529

    Assessment and Evaluation of Literacy

    REED 580

    Research Problems in Reading

    REED 524

    Reading Clinic Practicum, six credits

    Final Program Requirement:

    Portfolio Exhibition

    Literacy Coaching Coursework

    When candidates have completed their Reading Specialist Certification, they may pursue related coursework in Literacy Coaching.

    Required Courses:

    REED 532

    The Essentials of Literacy Coaching

    REED 534

    The Role of the Literacy Coach in Professional Development

    REED 589

    Field Experience in Reading

    MCOM 510

    Computers In Education

    or MCOM 540

    Multimedia for Educators

    Typical Time to Finish

    As a full-time student, a candidate for the Reading Specialist can usually complete the program in one calendar year. Part-time students are subject to a six-year time limit. The program's classes during the fall and spring semesters are offered in the evening.

    Admissions Requirements

    For admission into the Master of Education (M.Ed.) in Reading, candidates must meet Graduate College admission requirements and deadlines. Additionally, admission into the Reading Specialist Certification program requires an Instructional I Pennsylvania teaching certificate and a GPA 3.0. The Department of Reading allows students to begin their program in any semester.

    Graduate Assistantships

    Graduate assistantships are available through the department. These are awarded based upon merit and achievement to full-time students in the graduate program.

    Graduate assistants do not teach classes, but they assist with research and complete projects assigned by professors. Responsibilities of the graduate assistant may include conducting research, preparing learning centers, and proofreading.

    Graduate assistantships are awarded for the first year of full-time study, with the possibility of extension through the first summer. Prospective students should apply for a graduate assistantship at the time of original application to the program, using the application form provided by the Graduate School or online.

Course Descriptions

  • REED 520 Teaching Reading to Students with Disabilities (3)

    • This course prepares teachers to use explicit, scaffolded instruction to effectively teach reading to students with disabilities. The course emphasizes research-validated literacy interventions and evidence-based instructional practices. It focuses on the components of reading and writing that pose challenges for students with disabilities.

  • REED 521 Reading and Language Development for Diverse Learners (3)

    • This course examines the nature of reading and language development in the context of cultural and linguistic diversity. A variety of methods for developing language and teaching reading to culturally and linguistically diverse learners are also emphasized.

  • REED 522 Theoretical Models of Reading and Literacy Processes (3)

    • In this course, students consider the historical perspective, the current theories, and the future directions of reading instruction. Participants examine diverse approaches to reading, engage in productive discussion, and explore the research knowledge base from which reading educators work.

  • REED 523 Teaching Reading: Best Practice for Today's Students (3)

    • This course is a survey of the major areas of difficulty in the reading process, a study of the methods suitable for attaining desired goals in reading, and an evaluation of teaching materials.

  • REED 524 Reading Clinic Practicum (6)

    • This course consists of a guided and supervised practical application of principles and theories of assessing and teaching reading. Competency prerequisites.

  • REED 525 Research Seminar in Reading (3)

    • This course provides an understanding of the best methods to use in interpreting and using research reports. It includes a study and evaluation of available research in the field of reading. Competency prerequisites.

  • REED 526 Organization, Implementation, and Evaluation of School Reading Programs (3)

    • This course addresses the various roles of literacy professionals and delineates the responsibilities of specialists. It focuses on organizing, implementing, and evaluating reading programs. It also emphasizes professional development and reading curriculum analysis.

  • REED 527 Reading in the Content Areas (3)

    • This course focuses on how teachers can help students understand content area texts and related materials. Reading as a thinking process, comprehension skill and strategy instruction, and the evaluation of instructional materials are emphasized in this course.

  • REED 529 Assessment and Evaluation of Literacy (3)

    • This course is designed to provide practice in the use of formal and informal assessments in appraising a child's abilities in reading and related areas. The creation of a Literacy Profile, which includes assessment results and diagnostic information serves as the basis for instructional practices. Competency prerequisites.

  • REED 530 Teaching Reading through Young Adult Literature (3)

    • Participants in the course will examine how to engage young adults in the reading process through literature-based instruction. Among the topics to be addressed will be teaching reading through thematic units, the shared stages of reading and writing, literature-response methods, and developing reading strategies through a variety of literary genres.

  • REED 532 The Essentials of Literacy Coaching (3)

    • This is a foundational course designed to provide opportunities to learn about the numerous roles and responsibilities of literacy coaches. Emphasis is placed on topics such as coaching assessments, data collection and analysis, and matching students with appropriate instructional materials. Prerequisite: Reading Specialist Certification.

  • REED 534 The Role of the Literacy Coach in Professional Development (3)

    • In this course, candidates learn how to deepen their understanding of literacy coaching. Emphasis is placed on topics such as providing professional development on reading topics such as phonemic awareness, phonics, fluency, vocabulary, and comprehension, a major responsibility of literacy coaches. Prerequisite: REED 532.

  • REED 546 Learning to Read through the Arts (3)

    • This course prepares teachers to develop and use an individualized reading program designed to improve reading skills through the integration of a total arts program with a total reading program. Upon completion, participants are qualified to adopt the Learning to Read Through the Arts program of the U.S.O.E. National Diffusion Network. Accepted for general education.

  • REED 547 Success-Oriented Reading: Whole Language Development (Semester hours arranged)

    • The course provides opportunities for teachers to explore the reading process from a variety of current viewpoints and to help the participants develop their own personal classroom teaching programs to put these ideas into practice. The course is designed to stimulate new thinking, to have participants experience activities that can be used with students, and to give participants confidence in creating personalized reading activities and materials for their own students. Prerequisites: ELED/PSED 581 or ELED 582. This course is also listed as ELED/PSED 547.

  • REED 550 Foundations of Reading Recovery I (3)

    • This course introduces the principles and procedures of the Reading Recovery program which is based on Marie Clay's theory of emergent and beginning literacy. The course is taught by a certified Reading Recovery Teacher Leader and is conducted at a Reading Recovery site. Enrollment is limited and departmental approval is required.

  • REED 551 Foundations of Reading Recovery II (3)

    • This course extends and refines the student's understanding and use of the principles and procedures of the Reading Recovery program introduced in REED 550. The course is taught by a certified Reading Recovery Teacher Leader and is conducted at a Reading Recovery site. Enrollment is limited and departmental approval is required. Students who successfully complete both REED 550 and REED 551 will be certified as Reading Recovery Teachers.

  • REED 565 Special Topics in Reading (Semester hours arranged)

    • These courses deal with specific aspects of reading instruction to meet the needs of graduate students or to determine the value of introducing them as part of the university curriculum. Competency prerequisites.

  • REED 570 Reading Workshop (Semester hours arranged)

    • A professional program designed to examine intensively current trends in reading instruction for in-service teachers.

  • REED 575 Reading Colloquium (3)

    • This course addresses contemporary issues in reading. Designed to be taught in an interactive workshop format, Reading Colloquium emphasizes learning, application, and performance assessment.

  • REED 577 Independent Study in Reading (Semester hours arranged)

    • Under the auspices of a professor in the Reading Department, the student pursues a pattern of reading, study, and research related to professional knowledge and understanding in reading. Topics should be established prior to enrollment.

  • REED 580 Research Problems in Reading (3)

    • The course is designed to assist the student in identifying important problems in the field of reading, critically analyzing available research, and synthesizing possible solutions. Competency prerequisites.

  • REED 589 Field Experience in Reading (3)

    • This course is a field experience under the guidance of Literacy Coaches in the public schools and an ESU Reading Department faculty member. The students will (1) observe coaches in all phases on their work; (2) assist the Literacy Coaches; and (3) gradually assume responsibilities as the Literacy Coach deems feasible. Prerequisites: REED 532 and 534.

  • REED 592 Development of Professional Reading Supervisory Relationships (3)

    • This course focuses on the in-depth study of the essential skills needed to determine classroom quality and student engagement in reading by evaluating critical aspects of instruction and assessment. Students actively participate in analyzing topics and evaluating instructional practices related to the reading supervisor role. Prerequisites: Reading Specialist Certification and 5 years teaching experience.

  • REED 594 Data-Driven Decision Making in Reading (3)

    • This course focuses on collecting, understanding, and using literacy assessment data effectively to inform curriculum and instructional practices in reading. Students actively participate in analyzing and synthesizing research related to the data-driven decision making process and using that data to create and sustain plans for continued improvement in instruction. Prerequisite: REED 592.

  • REED 596 Seminar: Current Issues in Reading (3)

    • This course focuses on the in-depth study of reading through the presentation and discussion of students' research findings. Students investigate, evaluate, and present research related to contemporary reading issues. Prerequisite: REED 594.

  • REED 598 Reading Supervisor Field-Based Experience (3)

    • This course is a field experience that focuses on candidates demonstrating what they have learned in the program under the guidance of reading supervisors in cooperation with a member of the ESU Reading Department Faculty. The candidates will (1) observe the reading supervisors in all phases on their work; (2) assist the Reading Supervisor as requested; and (3) assume responsibilities as the Reading Supervisor deems feasible. Prerequisite: REED 596.