Reading Education Certificate
Certificate of Advanced Study
Program Directors: Gilda Martinez-Alba
Graduate Reading Programs
Information Line: 410-704-5775
The Certificate of Advanced Study (C.A.S.) in Reading Education is a post-master’s program that reflects the university and college missions and helps develop advanced knowledge and leadership skills necessary for meeting the challenges of leading, redesigning and restructuring literacy education across the Pre-16 continuum.
The C.A.S. in Reading Education is an outcomes-based program designed to meet the standards outlined by the International Reading Association (IRA) for administrators or coordinators who recognize and support reading professionals as they plan, implement and evaluate reading instruction. Such reading professionals administer literacy, bilingual, compensatory and ELL programs in schools or other institutional settings. They direct the organization, management and assessment of school, district or institutional literacy programs. Academic preparation for reading coordinators includes additional course work in reading and course work in professional development, grant writing, program administration and evaluation.
Candidates must have a master’s degree in Reading Education or related field from a regionally accredited college or university**.
Submit the online application plus the following:
- Three letters of professional reference, one of which must be job-related
- Professional portfolio, including:
- student assessment report
- professional writing sample
- professional development materials
Non-immigrant international students: See additional admission information in Graduate Admissions
**See Exceptions to Policy in Graduate Admissions
|Consult with your assigned adviser each term to learn of current course offerings, opportunities for electives and any prerequisite requirements|
|REED 751||LANGUAGE, LITERACY AND CULTURE||3|
|REED 752||LITERACY THEORY AND RESEARCH||3|
|REED 660||INTEGRATING TECHNOLOGY IN LITERACY INSTRUCTION||3|
|REED 745||PROFESSIONAL DEVELOPMENT IN READING||3|
|ILPD 740||DATA-BASED DECISION MAKING FOR CURRICULUM AND INSTRUCTION||3|
|Students’ elective choices will enable them to further specialize in different areas by taking inter-related courses. There is considerable flexibility in elective course selection in order to meet the needs of individual candidates. Suggested courses include the following:||15|
|Second-Language Learning Courses 1|
|SOCIAL, CULTURAL, AND CURRICULAR CONTEXTS FOR SECOND LANGUAGE LEARNING|
|INSTRUCTION AND ASSESSMENT FOR SECOND LANGUAGE LEARNERS|
|INTRODUCTION TO LINGUISTICS FOR TEACHERS OF LANGUAGE AND LITERACY|
|Educational Research Courses|
|APPLIED EDUCATIONAL STATISTICS|
|RESEARCH IN EDUCATION|
|QUALITATIVE METHODS IN EDUCATION|
|WEB-BASED INSTRUCTION IN EDUCATION|
|APPLIED PSYCHOLOGY OF LEARNING|
|ASSESSMENT IN INSTRUCTIONAL TECHNOLOGY|
|EDUCATIONAL LEADERSHIP AND TECHNOLOGY|
|SUPERVISION OF STUDENT TEACHING|
|CURRICULUM THEORY AND DEVELOPMENT|
|SEMINAR IN SUPERVISION|
|Other Literacy Courses|
|WORD STUDY FOR IMPROVING LITERACY|
|SPECIAL TOPICS IN READING EDUCATION|
|MULTICULTURAL LITERATURE FOR CHILDREN AND ADOLESCENTS|
|CRITICAL CONVERSATION: EARLY LITERACY, RESEARCH, POLICY AND PRACTICE|
These three courses are designed to prepare students for the Praxis II TESOL exam and the MSDE TESOL certification.
Students collect key artifacts from each of their required courses. During their final course, students are required to submit their portfolio to the program director.
ILA Standard 1: Foundational Knowledge
Teacher Educator/Administrator Level: Understand major theories and empirical research evidence that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes and components.
ILA Standard 2: Curriculum and Instruction
Teacher Educator/ Administrator Level: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
ILA Standard 3: Assessment and Evaluation
Teacher Educator/ Administrator Level: Use assessment information to plan and evaluate instruction.
ILA Standard 4: Diversity
Teacher Educator/Administrator Level: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
ILA Standard 5: Literate Environment
Teacher Educator/Administrator Level: Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
ILA Standard 6: Professional Learning and Leadership
Teacher Educator/ Administrator Level: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
REED 601 READING THEORY AND PRACTICE (3)
Theoretical foundations of reading instruction; methods and materials used in integrated literacy learning.
REED 602 TEACHING READING: THEORY AND PRACTICE (3)
Opportunity to develop an understanding of the reading process, consider competing theories of reading, learn about reading assessment and explore a range of instructional strategies and materials for integrating into K-12 classrooms. This course has some overlap with REED 601; however this course includes substantial components on reading assessment that REED 601 does not contain. This course may appear to parallel SCED 560; however this course has a broad K-12 perspective.
REED 609 READING ASSESSMENT (3)
Reading assessment using both standardized tests and informal procedures; interpretation of assessment data.
REED 621 READING DISABILITIES (3)
Etiology of reading disabilities, observation and interview procedures, standard and informal tests, report writing and instructional intervention. Prerequisite: REED 609.
REED 626 CLINICAL INTERNSHIP IN READING (3-6)
REED 628 GUIDED READING (3)
Examines how to scaffold reading instruction using the process of guided reading. Includes analyzing multiple perspectives on guided reading and applying the approach to instruction with small groups of children in a clinical setting.
REED 632 WORD STUDY FOR IMPROVING LITERACY (3)
Examines the characteristics of students with language-learning disabilities, how to identify their needs for literacy improvement, and how to design and implement an individualized program for literary development.
REED 650 SOCIAL, CULTURAL, AND CURRICULAR CONTEXTS FOR SECOND LANGUAGE LEARNING (3)
Social and cultural contexts of second language learners' lives and the different types of curricular programs for second language literacy learning. Models of literary instruction found in English for Speakers of Other Languages (ESOL), Bilingual, Dual Immersion and content area focused settings are explored. Possible relationships between language arts instructors, ESOL, and Reading Specialists are examined. May be repeated for an additional 3 units if taken as short-term study abroad course.
REED 651 INSTRUCTION AND ASSESSMENT FOR SECOND LANGUAGE LEARNERS (3)
Course participants will be invited to critically examine approaches to second language development and assessment for children congruent with recent research in second language acquisition in children. Class members will read professional literature framing second language acquisition and discuss strategies for implementing sound theoretical practice within the classroom. How to provide appropriate instruction based on informal and formal assessment results for K-12 English Language Learners will be major focus of the this course.
REED 652 INTRODUCTION TO LINGUISTICS FOR TEACHERS OF LANGUAGE AND LITERACY (3)
Introduction to the basic principles and concepts of the study of language and it relevancy to teachers of language and literacy. Students will develop foundational knowledge in the areas of grammatical competence (phonology, morphology, syntax, semantic, pragmatics), spoken and written discourse, language variation, first and second language acquisition, and language processing. The course will equip students to use linguistic analysis to conduct inquiries that address issues or concerns about the use, development, assessment and/or teaching of language and literacy in classrooms or other educational settings.
REED 660 INTEGRATING TECHNOLOGY IN LITERACY INSTRUCTION (3)
A course designed to help teachers develop technology-based reading instruction. Emphasis on designing reading segments on phonemic awareness, vocabulary development, comprehension and writing, using presentation, graphics, and multimedia authoring software.
REED 663 STRATEGIC USE OF MATERIALS (3)
Theories underlying literature-based instruction examined; recent research evaluated, instructional techniques introduced, modeled, and applied; materials for instruction cooperatively developed; and criteria for literature selection established.
REED 665 TEACHING READING AND WRITING IN THE CONTENT AREAS K-12 (3)
Examination of interrelationship of reading and writing, and their roles in instruction of content areas, K-12.
REED 670 SPECIAL TOPICS IN READING EDUCATION (3-6)
In-depth study of a selected topic in reading education. Specific requirements and prerequisites will vary and will be designated by the department each time a topic is scheduled. Approval by the Reading program director is required. Prerequisite: Varies according to topic.
REED 695 INDIVIDUALIZED STUDY IN READING EDUCATION (3-6)
Individually planned program of study, which will permit the student to engage in research and/or field studies in reading education. Approval by the Reading program director is required. Prerequisite: Varies according to areas of study.
REED 710 MULTICULTURAL LITERATURE FOR CHILDREN AND ADOLESCENTS (3)
An in depth critical examination of multicultural literature for young children and adolescents. Strategies for selecting and evaluating tests/resources will be explored considering issues of voice, worldviews, culture, rituals, language, and lifestyles.
REED 712 CRITICAL CONVERSATION: EARLY LITERACY, RESEARCH, POLICY AND PRACTICE (3)
Critically examine current policies, research and instructional trends in early literacy instruction. Engage in personal and collaborative inquiry into important issues affecting all elementary teachers and reading professionals. Examine current professional literature, early literacy research, and key public policy documents representing a range of contrasting perspectives in the field.
Prerequisites: Admission to a graduate program in education.
REED 714 ADOLESCENT LITERACY (3)
Examines critical issues that affect the literacy development and instruction of adolescents. Through readings, reflection, assessment and conversations, we will highlight multiple perspectives of how best to engage adolescents and how secondary schools can be structured to advance the reading and writing skills of adolescents.
REED 721 DIAG EV READ DIS (3)
REED 726 ADVANCED CLINIC INTERNSHIP IN READING (3)
Advanced clinical experience with clients, families and paraprofessionals. Prerequisite: REED 626.
REED 729 SEMINAR IN READING (3)
Review of theories and research in the field of reading. Prerequisites: 15 credits in reading education or consent of instructor.
REED 740 GRANT WRITING IN EDUCATION (3)
Essentials of proposal development and funding acquisition. Exploration of specific steps involved in the grant writing process via lecture, class discussion, small group work, and individual instructor consults. By the conclusion of the course, students will have successfully created an actual grant application that is ready for submission to a potential funding source.
REED 745 PROFESSIONAL DEVELOPMENT IN READING (3)
Design, implement, and evaluate experiences for the professional development of educators in the area of literacy. Explore research from various fields that influence the effectiveness of professional development in the area of literacy. Special Permit required. Prerequisite: 15 credits in reading education courses.
REED 751 LANGUAGE, LITERACY AND CULTURE (3)
Historical perspectives and current topics in the fields of linguistics, semiotics, and culture studies will inform the discussion of literacy learning in a variety of contexts.
REED 752 LITERACY THEORY AND RESEARCH (3)
Expand insights into past and current research and theory in the literacy field. Critically analyze research findings and develop a research proposal.
This course is restricted to C.A.S. in Reading majors unless permission is granted by the program director and the professor.