The M.Ed. in Reading

Course Work and Learning Objectives

The M.Ed. in Reading consists of 36 credits: 6 core courses (24 credits) and 12 elective credits. The elective credits may include a thesis option. Students select electives with their advisor depending on their particular interests. Core and elective courses are listed below.

Core Curriculum: (Required)

EDUC 907 Foundations of Literacy Instruction (Fall /Spring/Summer)

Through reading, discussion, and observation, this course offers an understanding of the developmental processes involved in learning to read. Developmental writing instruction is also considered in the context of reading instruction. Students learn about current research-based practices that support readers and writers in their development. Students begin to apply the theories and research findings to classroom situations. They use what they have learned to analyze the practices and environment they observe in a local school classroom.

EDUC 908/909 Clinical Diagnosis and Remediation of Reading Difficulties and Disabilities (Fall /Spring)

EDUC 908/909 consists of two semesters of on-campus work (80 hours) and integrated clinical experiences: a series of comprehensive assessments (30 hours) and instructional intervention (30 hours). The clinical sequence is structured to provide students with the opportunity to work in the context of children's school placements, both regular classrooms and/or special settings (e.g. resource rooms, reading centers, Title I).

EDUC 910: Reading & Writing Methods in the Middle/Secondary School (Fall)

EDUC 910 provides an overview of literacy programs in middle and high schools with particular emphasis on (1) developing an integrated language arts curriculum and (2) planning and providing literacy instruction in the content areas to improve students' reading and writing skills across the curriculum. Students examine a variety of validated instructional approaches (e.g., direct instruction, reading/writing process) to teach word analysis and vocabulary, comprehension and metacognitive strategies, and organization/study skills. The goal of instruction is to develop both the efferent, i.e., functional, and aesthetic aspects of literacy.

EDUC 913: Field Practicum in Reading (Spring)

This course is intended to help prepare students for the practical demands of the roles of the reading specialist. Over the course of the semester, students spend 50 hours with practicing reading specialists in their work settings. They are expected to experience and observe the many responsibilities assumed by the specialists: working with students, collaborating with teachers, conducting assessments, creating intervention plans, providing professional development for colleagues, administering reading programs, etc. In addition, students meet each week in seminar to discuss the requirements and challenges of organizing and managing reading programs.

Through readings, journals, and discussions, students deepen their understandings of the International Reading Association (IRA) standards, as well as state standards, for reading instruction and assessment in the context of the reading specialist’s position. They strengthen their leadership roles by developing teacher development plans in one of six areas of the IRA standards.

EDUC 914: Seminar in Reading Research (Spring)

The Seminar in Reading focuses on the study of research paradigms and methods of quantitative and qualitative analyses as the basis for understanding the research base in reading and the related language arts. During the first part of the semester, students study a range of research methodologies and learn to evaluate published studies. During the second part of the semester, students lead sessions that provide a topical analysis of research in specific areas (e.g., emergent literacy, comprehension, diagnosis & remediation) and design, implement and report a research study in an area of interest.

Recommended Elective Courses         EDUC 834: Children’s Literature EDUC 835: Young Adult Literature EDUC 833: Introduction to the Teaching of Writing EDUC 876: Reading for Learners with Special Needs EDUC 980: Research in the Teaching of Writing

Concluding Experience (Option)

Written Comprehensive Examination:

The comprehensive examination is a one-day written assessment that is designed to permit students to synthesize their coursework, field or research experiences. It is administered during or following the last semester of course work for the degree. Candidates are permitted two opportunities to take the final examination for the master’s degree.

Research Thesis:

A student using the research thesis option as a concluding experience will use eight (8) credits of electives for EDUC 899: Thesis. Students selecting the thesis option conduct an independent research investigation and prepare a scholarly paper under the direction of a thesis advisor and two committee members.

M.Ed. Reading Degree without Reading Certification but with Initial Elementary or Secondary Teacher Certification 

Because the New Hampshire State Department of Education requires "two years successful classroom teaching experience" for certification as a Reading Specialist, the Education Department offers a program that combines the M.Ed. in Reading with a general Teacher Certification (elementary or secondary). This program is intended for candidates with no classroom teaching experience who will wish to seek the Reading Specialist certification after two years as a classroom teacher. This program will result in elementary or secondary certification and the M.Ed. degree in reading but without reading certification.

Elementary/Secondary Teacher Certification

Prerequisite:

EDUC 935 Exploring Teaching (4 cr.) [or equivalent]

Requirements:

EDUC 800 Educational Structure and Change (4 cr.)

EDUC 801 Educational Psychology: Human Development and Learning (4 cr.)

EDUC 805A, B or Q Alternative Perspectives on the Nature of Education (4 cr.)

EDUC 751/851 Educating Exceptional Learners (4 cr.)

EDUC 900-901 Internship and Seminar in Teaching (12 cr.

Candidates for elementary certification must also complete requirements in the following areas:

EDUC 803F Teaching Elementary School Science (2 cr.)

EDUC 803M Teaching Elementary School Social Studies (2 cr.)

EDUC 907 Foundations of Literacy Instruction (4 cr.)

Appropriate course(s) in mathematics/mathematics education

Candidates for secondary certification must also complete requirements in the following areas:

A major or its equivalent in the teaching area for which certification is being sought

Appropriate subject area methods course [e.g., EDUC 803, ENGL 892]

EDUC 910 Reading and Writing Methods in the Middle/Secondary School (4 cr.)