reading education program manual - bowie state … 544 principles and techniques of reading...

Center for Learning and Technology 14000 Jericho Park Road Bowie, Maryland 20715

Office: 301-860-3220 Fax: 301-860-3242 www.bowiestate.edu/education

Excellence Civility Integrity Diversity Accountability

BOWIE STATE UNIVERSITY College of Education

Reading

Education

Program Manual

Taking Pride in Preparing Tomorrow’s Educators

“Preparing Effective, Caring, and Collaborative Educators for a

Global Society”

Graduate Reading Education Program Manual Page 3


GRADUATE READING EDUCATION PROGRAM

BOWIE STATE UNIVERSITY

COLLEGE OF EDUCATION

DEPARTMENT OF TEACHING, LEARNING, AND PROFESSIONAL

DEVELOPMENT (TLPD)

Preparing competent, caring and collaborative educators for a diverse world

HANDBOOK

Traki Taylor-Webb, Ph. D. Dean of the College of Education

Josephine Wilson, Ph. D. Chair of TLPD

Contact:

Lucille B. Strain, Ph. D., Coordinator, Graduate Reading Education Program

Center for Learning and Technology (CLT)

[email protected] Tel. (301) 860-3139



Table of Contents Page

Description of the Graduate Reading Education Program…….. 5

Admission to the Graduate Reading Education Program 6

at Bowie State University

Program Requirements…………………………………………. 7

Required Core Courses…………………………………………. 7

Comprehensive Examination…………………………………… 8

Goals and Objectives of the Graduate Reading Education

Program…………………………………………………………. 9

Course Descriptions…………………………………………….. 11

Appendix………………………………………………………. 13

. Conceptual Framework

Orientation/Advisement for Graduate Reading Education

. Graduate Reading Education Program of Study

Program Extension Request

Request for Advancement to Candidacy

DESCRIPTION OF THE GRADUATE READING EDUCATION PROGRAM



Coordinator: Lucille B. Strain, Ph. D.

Professor of Education

The Graduate Reading Education Program leads to a Master of Education degree with a

concentration in reading and reading education. The program is designed to enable

graduate students to meet several career options. In addition to meeting requirements for

a reading specialist, candidates are also qualified to become reading-resource teachers as

well as better qualified classroom teachers. Classroom teachers are equipped to meet

responsibilities related to developmental reading ,corrective reading ,content-area reading

and applying interventions required by struggling readers.

Candidates are helped to recognize and accommodate diversity among classroom

populations. They are encouraged and enabled to develop computer skills and improve

familiarity with available computer programs for improvement of literacy. They are also

prepared for the pursuit of degrees at the post-master’s level.

Certification Requirements

Graduates of the program with three years teaching experience are prepared to

meet certification requirements of the State of Maryland for reading specialists.

Faculty

Full-time faculty in the College of Education and in other departments relevant to the

reading program as well as part-time faculty with expertise in specialized areas teach the

courses required in the Graduate Reading Education Program.

ADMISSION TO THE GRADUATE READING EDUCATION PROGRAM



AT BOWIE STATE UNIVERSITY

Possession of a baccalaureate degree and qualification for certification as a

teacher at the early childhood, elementary or secondary level are among the requirements

for admission to the Graduate Reading Education Program. All persons seeking entrance

into the program are required to consult an advisor regarding the appropriateness of

background and program specifications. Entrance into the program requires a grade-

point average (gpa) of at least 2.5 on a 4.0 scale. After completion of fifteen credits, the

candidate must apply for Admission to Candidacy. At this point the candidate’s gpa

must be at least 3.25 on a 4.0 -point scale.

During the initial meeting with an advisor, students receive the form for the

"Proposed Course of Study." This form constitutes a contract between the university and

the student. The form is signed by the student, the advisor, and the Dean of the College of

Education and the Dean of Graduate Studies. Seven years are permitted for completion

of the program.

Program Requirements



The graduate Reading Education program requires a minimum of twenty-seven

(27) semester hours in the core program of Reading Education, nine (9) semester hours of

course work in related fields and three (3) semester hours in an elective related to

concerns in reading and language arts. Completion of the program requires a total of

thirty-nine (39) semester hours of coursework.

REQUIRED CORE COURSES

Courses Hrs.

EDUC 544 Principles and Techniques of Reading Instruction 3

EDUC 534 Problems in Language Arts 3

EDUC 545 Reading in Content Fields 3

EDUC 653 Improving Reading of Multicultural Populations 3

EDUC 650 Measurement and Evaluation Procedures in Reading 3

EDUC 646 Diagnostic, Corrective and Remedial Reading 3

EDUC 749 Laboratory Experiences in Reading Education: Practicum 3

EDUC 647 Contemporary Issues in Reading and Reading Education 3

EDUC 751 Seminar in Reading 3

Other Required Courses Related to Reading Education

EDUC 506 Introduction to Research 3

PSYC 503 Mental Hygiene in Young Children and Youth 3

EDUC 507 Human Growth and Development (Adv.) 3

Recommended Electives Related to Reading and Other Language Arts (select one)

SPED 526 Language and Reading Development 3

EDUC 548 Teaching Reading in Secondary Schools 3

EDUC 533 Literature for Children 3

SPED 540 Mainstreaming 3

ECED 501 Issues in Early Childhood Education 3

EDUC 504 School and Community Relations 3

COMPREHENSIVE EXAMINATON



A written comprehensive examination is required of all candidates for the

Master's degree in the Graduate Reading Education Program This examination should be

taken at the completion of thirty semester hours.

The comprehensive examination is designed to permit students to demonstrate

command of the general knowledge comprising the area of reading and reading

education. It reflects the goals and objectives of the program as well as the conceptual

framework of the curriculum in the College of Education.. Subject matter may pertain to

any and/or all of the courses required in the program. The comprehensive examination

focuses on candidates’ knowledge of research and theory in reading and reading

education and on instructional approaches and other important considerations related to

reading and reading education.

Prior to the comprehensive examination, candidates are given an orientation to the

examination. This orientation is scheduled approximately one month before the

examination.

Students are required to register for the examination. Dates are indicated in the

Schedule of Courses each semester.

The comprehensive examination consists of essay-style questions and answers.

Students write for approximately three hours on a Saturday (as scheduled) in making

responses to the questions distributed at the time of the examination. The examination

requires word-processing in an assigned computer laboratory.

Candidates’ responses are read by the coordinator and at least one other

designated faculty member in the College of Education. On the basis of a rubric designed

for the purpose, performances are graded as “pass” or “fail”. If there is agreement on the

grade by readers of the examination results, the grades given by two readers are accepted.

Should there be a discrepancy in the grades given by the two readers, a third reader is

required. Results of candidates’ performances are mailed to the candidates by the

Graduate School approximately 2-3 weeks after the examination is completed.

GOALS AND OBJECTIVES OF THE GRADUATE READING EDUCATION

PROGRAM



The graduate Reading Education program is designed to help each individual develop

understandings, competencies, and attitudes essential for meeting effectively those

responsibilities required and expected in the varied roles of the Reading Specialist.

A. Each individual develops knowledge and understandings related to:

1. Importance of life-long reading habits.

2. Role of reading in a technological society.

3. Role of computers in meeting goals of reading instruction.

4. Development and implementation of sound developmental reading

programs in schools and in classrooms.

5. Development of sound approaches to remedial reading programs.

6. Individualizing reading instruction in classrooms and clinical settings.

7. Evaluation of developmental and remedial reading programs.

8. Measurement and evaluation of reading achievement.

9. Significance of research in establishing effective practices in reading

instruction.

10. Relationships between human development and developmental reading.

11. Interrelationships among the language arts.

12. Relationships between language development and reading ability.

13. Roles of school staff members in the school's reading program.

14. Varied roles of the reading specialist.

15. Reading in the content fields.

B. Each individual develops the following competencies and skills:

1. Selects core materials and literature for use in reading programs.

2. Uses diagnostic-prescriptive techniques of instruction.

3. Analyzes published research results for their potential for improving

reading instruction.

4. Conducts original research studies.

5. Writes acceptable research reports.

6. Uses effective oral and written communication techniques with

children and adults.

7. Provides resource assistance to classroom teachers.

8. Participates in activities involving parents and the community in

reading instruction.

9. Plans reading programs for a variety of populations K-12.

10. Utilizes community resources to enhance reading instruction.

11. Utilizes multimedia to improve reading instruction.

12. Uses computers appropriately in reading instruction.

13. Evaluates software for use in reading instruction.

14. Develops a computerized management system for a reading program.



15. Joins and participates in professional organizations for improvement

of reading and reading instruction.

C. Each individual shows evidence of the following attitudes:

1. Motivated to read and to teach reading.

2. Motivated to provide resource services in reading programs.

3. Willingness to examine the potential of new media for improvement

of reading ability.

4. Acceptance of the partnership of parents, school and community in

improvement of reading ability.

5. Cooperativeness in working with school staff to attain objectives

of the school's reading program.

COURSE DESCRIPTIONS



EDUC 544 Techniques and Principles of Reading Instruction 3 credits

This course is designed to broaden and deepen each student's knowledge and

understanding of the reading process and its development at the various levels of

schooling. Special attention is given to the development of competencies required for

diagnostic/prescriptive instruction in reading in classroom situations. Students are given

opportunity to explore uses of computers in development of reading ability and in reading

programs. Software is examined and critiques.

EDUC 545 Reading in Content Fields 3 credits The purpose of this course is to help prospective teachers, classroom teachers and

language arts specialists and teachers in content fields develop knowledge,

understandings, attitudes and competencies essential for concept development through

content reading at all levels of school. Special attention is given to problems in reading

faced by teachers in content areas in middle and secondary schools. Students examine

computers and software for their potential for improving reading in content fields.

EDUC 653 Improving Reading Instruction of Multicultural Populations 3 credits

This course focuses on special techniques, attitudes, and materials essential for

meeting the reading needs of learners with unique and special abilities and characteristics

related to diverse cultural backgrounds. Attention is given to public laws governing

education related to various populations. Community resources are explored. Major

issues are examined. Ways in which computers can improve reading for students of

diverse cultural backgrounds and abilities are examined.

EDUC 650 Measurement and Evaluation Procedures in Reading 3 credits

Formal and informal tests and procedures for measuring and evaluating achieve-

ment and attitudes in reading ability are examined. Basic concepts related to

measurement and interpretation of standardized tests and their results are emphasized.

Attention is given to statistical concepts and skills essential in reading education.

Practical experience is provided in constructing tests, test administration and

interpretation of test scores. Uses of computers in construction of tests and analysis of

test results are explored.

EDUC 646 Diagnostic, Corrective and Remedial Reading 3 credits

Prerequisites: EDUC 544, EDUC 545, EDUC 534, EDUC 551

This course focuses on diagnosis and correction or remediation reading

difficulties of learners K-12. Corrective and remedial procedures emphasize

diagnostic/prescriptive approaches to reading instruction for individuals. Multi-sensory

and special approaches to reading instruction are examined. The roles of sensory and

special approaches to reading instruction are examined. The role of the reading specialist

as a resource person is explored and practical experience is provided. Experience is

given in uses of the computer in diagnosis and prescriptive instruction and in

development of management systems in reading programs.

EDUC 749 Laboratory Experiences in Diagnosis, Correction and 3 credits



Remediation of Reading Difficulties: Practicum Prerequisites: EDUC 544, EDUC 545, EDUC 546, EDUC 534, or Permission of the

instructor

This is an advanced course in supervised laboratory experiences in classroom and

clinical situations for purposes of diagnosing, correcting and /or remediating individuals'

difficulties in reading. Practicum experiences are provided in a public school setting and

require one-on-one tutoring of an individual student for a minimum of eight weeks.

Supervision is by a site supervisor selected by the candidate who is paid a stipend for the

service. Supervision is also by the university supervisor or instructor of the practicum

EDUC 647 Contemporary Issues in Reading and Reading Education 3 credits

Emphasis in this course is on critical examination of landmark and recent research

studies related to major issues in reading and reading education. Candidates are required

to read broadly in the literature of reading education, implement discussion techniques,

write an assigned minimum number of abstracts related to a particular issue, and react

critically in oral and written forms.

EDUC 648 Teaching Reading in Secondary Schools 3 credits

The major purpose of this course is to sensitize students to the importance and

need for implementation of reading instruction in middle and secondary schools. Special

attention is given to developmental aspects of reading at these levels, the roles of the

various staff members in the reading program, the roles of parents, utilization of the

library, use of computers and computer-related materials, community resources, and

development of study strategies and skills.

EDUC 751 Seminar in Reading 3 credits

Prerequisites: Completion of 30 semester hours of the reading program

This seminar is designed to assist students in completion of a research- paper

requirement (seminar paper) based on the student's research in relation to extant studies

in reading and reading education. This course should be taken during the last semester of

the candidate’s program.

Note: To receive a certificate from the State of Maryland as a Reading Specialist,

candidates must have completed all requirements for the Master of Education degree with

a concentration in reading as well as three years of teaching experience.



“Preparing Effective, Caring and Collaborative

Educators for a Global Society”

Conceptual Framework

...at a glance...

The Conceptual Framework for educator preparation at Bowie State University is a shared vision describing the

knowledge, skills and dispositions all candidates are expected to

master as a requirement for completing the Unit's programs. A reflection of the University's mission, the goals of the College of

Education and adherence to state and national professional

standards, the Conceptual Framework fosters educator preparation consistent with the Unit's theme, "Preparing,

Effective, Caring, and Collaborative Educators for a Global

Society." The Conceptual Framework guides all educator preparation

programs and is built upon solid knowledge-bases that include

four primary components:

Knowledge of Subject Matter (Liberal Arts and Sciences)

Focus: Subject Matter Content

Knowledge of Effective Pedagogy

Focus: Effective Practitioner

Focus: Technological Applications Focus: Multiple Forms of Assessment

Knowledge of Students and Society

Focus: Multicultural and Global Perspectives Focus: Special Populations Perspectives

Focus: Field-based Experiences

Focus: Communication and Consultation Focus: Community of Researchers and Lifelong Learners

Focus: Personal and Interpersonal Perspectives

Outcomes of the Conceptual Framework

As outcomes of the Conceptual Framework, successful candidates:

have knowledge of subject matter and multiple design

learning experiences that are coherent and meaningful for learners

have knowledge of general and content-specific

instructional strategies and use knowledge to design

instruction and effectively engage learners

know technological applications to enhance pupil learning and to meet professional needs

possess knowledge of valid multiple forms of assessment

have knowledge of the learner's physical, cognitive,

emotional, social, and cultural development

have awareness and knowledge of diversity and global perspectives in the school and community

have knowledge of the educational needs of physically, mentally, and emotionally challenged learners and

provide for their needs.


demonstrate competency in teaching and effectively

organize and manage the classroom using approaches supported by research, best practice, expert

opinion, and students’ diverse learning needs

analyze reflectively research-based generalizations in school and community settings

demonstrate mastery of appropriate academic disciplines and a repertoire of teaching techniques

demonstrate an understanding that knowledge of the

learner's physical, cognitive, emotional, and socio-

cultural development is the basis of effective teaching

use valid assessment approaches, both formal and informal, which are age-appropriate and

address a variety of developmental needs

demonstrate strategies for integrating students with special needs into the regular classroom

engage in careful analysis, problem-solving, and reflection in all aspects of teaching

demonstrate an understanding that classrooms and schools are sites of ethical, social and civic activity.


collaborate with the broad educational community

including parents, businesses, and social service agencies

use multi-media and computer-related technology to meet student and professional needs

incorporate a diversity perspective, which integrates culturally diverse resources including those from the

learner's family and community

collaborate within and across colleges to promote whole child education.

identify evidence- based research to inform current educational practice

contribute to the restructuring and improvement of education through lifelong professional development

and collaborative partnerships


support the norms, standards, and values of the

educational community

show respect for the diversity of learners and serve the

needs of all learners to achieve their maximum potential

demonstrate positive relationships with colleagues, parents, businesses, and social service agencies

present evidence of a commitment to life-long learning.

Academic Scholar

Reflective Practitioner

Model of Professional

Dispositions

Academic Scholar

Reflective Practitioner

Model of Professional

Dispositions

Dispositions

Collaborative Educator

Collaborative Educator

Center for Learning and Technology 14000 Jericho Park Road Bowie, Maryland 20715

Office: 301-860-3220 Fax: 301-860-3242 www.bowiestate.edu/education




Bowie State University The Graduate School

Graduate Program of Study Name: Student ID:

Address: Enrollment Date:

Program: REED

Telephone: (H) Concentration: Reading Education

(w) Advisor: Dr. Lucille Strain

Email: Email: lstrain(@bowieslate.edu

Transfer Courses (An official transcript(s) must be on file with the Office of the Registrar. A copy of the transcript(s) must be attached to this form)

Course # Course Title Institution Credits Semester/Year

Prerequisites

Course # Course Title Credits

Dept. Course # Course Title Credits

1 EDUC 544 Principles and Techniques of Reading Education 3

2 EDUC 534 Problems in Teaching the Language Arts 3

3 EDUC 545 Reading in Content Areas 3

4 EDUC 646 Diag., Corr., Rem. Reading 3

5 EDUC 649 Current Issues in Reading 3

6 EDUC 749 Practicum in Reading Education 3

7 EDUC 650 Evaluation and measurement Reading 3

8 EDUC 751 Seminar in Reading 3

9 EDUC 653 Teaching Reading Multicultural Population 3

10 EDUC 706 Introduction to Research 3

11 EDUC 507 Advanced Human Growth and Development 3

12 EDUC 603 Mental Hygiene 3

13 EDUC 633 Literature for children (suggested elective) 3

14

15

16

Advancement to Candidacy A grade point average of 3.25 or better has to be attained when a

student has between 12-18 credit hours.

Expiration Date: ________________

Signatures Student: - Date:

Advisor: Date:

College Dean: Date:

Graduate School Dean: Date:



Prepare for Life

Office of the Graduate School

Center for Business and Graduate Studies, Suite 1312

REQUEST FOR

ADVANCEMENT TO CANDIDACY

If you have completed at least twelve (12) graduate hours at Bowie State University;

have an approved Program of Study, and have at least a 3.25 Grade Point Average

(GPA), complete this form and return it to the Graduate School Office in person or fax it

to 301-860-3414. Date: ___________________________ Student ID: _______________ Name: __________________________________________________________________

Last Name First Name MI Address: ___________________________________________

___________________________________________ ___________________________________________

Home Telephone: ____________________ Work Telephone:______________________ Advisor: _____________________________ Major: ______________________________ Concentration: _______________________

You must request and receive Advancement to Candidacy to be eligible to take the

Comprehensive Examination. Advancement should be requested NO LATER than

the completion of eighteen (18) graduate hours earned at Bowie State University.

Revised 08/09

reading education program manual - bowie state … 544 principles and techniques of reading...

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