M.Ed. in Reading Specialty Coursework
Candidates seeking the Master of Education with Reading Specialty will take the following 18 hours of major coursework in addition to 15 hours of leadership core coursework required for all advanced endorsement degrees for a total of 33 hours.
EG 5363 Action Research (3)
The student will implement the action research proposal from EG 5103 and test its effectiveness by applying the solution in a classroom/school setting. (In EG 5103, the student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriated methodology for the research.) A written report and an oral presentation of the project will be completed.
EG 5743 Leadership in Balanced Literacy (3)
This course is an in-depth look into the theoretical and evidence-based processes of reading and writing and instruction. It focuses on equipping future teachers with a expert foundational knowledge of literacy research and pedagogical best practices that will help them make appropriate decisions as an informed leader to plan and implement high quality reading and writing instruction in a clinical or classroom setting. In addition, course objectives and topics are aligned with Tennessee’s reading specialist standards and the Standards for Reading Professionals from the International Reading Association (2010). Ed.S. sections have additional course objectives.
EG 5753 Emergent Literacy (3)
This course focuses on how early language practices and environment from birth to age five impact how a child learns to read and write. Theories of language development, cognition and learning will be highlighted along with study and application of various systems of language to the reading and writing processes. Course objectives include teaching phonemic awareness and phonics with an emphasis on speech production, teaching writing along with reading through children’s literature, understanding early literacy assessment tools, utilizing a variety of instructional groupings, and creating lifelong readers by focusing on story, vocabulary and comprehension. Special attention will be given to literacy acquisition for students from a wide-range of cultural, linguistic, and social backgrounds. Course objectives and topics are aligned with Tennessee reading specialist standards and the International Reading Association’s standards for reading professionals (2010). Ed.S. sections have additional course objectives.
EG 5763 Reading in the Content Areas (3)
This course is for students in the M.Ed. with reading specialty program. Students will practice strategies to help K-12 teachers in all content areas enhance student learning, particularly with relation to reading and writing. It emphasizes teaching activities, study learning content through reading a variety of text structures. The course provides an overview of how students learn to read and the importance of meta-cognitive skills in reading. The focus will be on strategies to help reading specialists recognize and respond to the variety of ability levels and linguistic and cultural backgrounds in a classroom. Ed.S. sections have additional course objectives.
EG 5773 Diagnosis and Remediation of Reading Difficulties (3)
The student will gain an understanding of the nature and multiple causes of reading difficulties and the appropriate selection, use and interpretation of formal and teacher-developed assessment tools to report, evaluate, and modify instruction for successful learning. The student will learn to communicate assessment data to family and other stakeholders in an effective manner that helps promote positive literacy connections between the home and school. This course requires a field experience in reading intervention. Ed.S. sections have additional course objectives.
EG 5783 Literacy Coaching for Reading Specialists (3)
This course develops the skills and knowledge needed for the reading specialist to work with teachers as a coach and mentor. Students will be asked to employ the coaching knowledge, skills and dispositions needed to facilitate job embedded professional learning for teachers and other education professionals. Emphasis will be placed on the roles of the reading specialist as resource provider, data coach, interventionist, and parent and community liaison. The student will understand the cycle of assessment and instruction, classroom and small group organization, and instructional coaching focused on literacy. Ed.S. sections have additional course objectives.