READING EDUCATION

Department of Reading and Elementary Education

367 College of Education Building

704-687-8889

http://education.uncc.edu/reel/

Degree

M.Ed.

Coordinator

Dr. Karen Wood

Graduate Faculty

Patricia Douville, Assistant Professor

Barbara A. Edwards, Associate Professor

Janet A. Finke, Associate Professor

Mary Beth Marr, Clinical Assistant Professor

Maryann Mraz, Assistant Professor

Robert J. Rickelman, Professor

D. Bruce Taylor, Assistant Professor

Karen D. Wood, Professor

MASTER OF EDUCATION IN READING EDUCATION

Designed for experienced teachers, the M.Ed. Program in Reading Education qualifies graduates for the new Masters/Advanced Competencies “M” license in K-12 reading education. Relevant to all areas of the K-12 curriculum, this program is designed for classroom teachers and aspiring literacy specialists who are interested in improving instructional programs and practices that promote literacy among all learners.

Program Objectives

Based on professional standards published by the International Reading Association, the program prepares graduates to assume the role of a reading professional who: (1) provides specialized K-12 literacy instruction and assessment in cooperation with other professionals to students in schools, reading resource centers, or clinics, (2) works cooperatively and collaboratively with other professionals in planning classroom and school wide programs to meet the needs of a diverse population of learners, (3) serves as a resource in the area of literacy education for teachers, administrators, and the community, and (4) provides leadership in literacy instruction through mentoring and staff development.

Additional Admission Requirements

In addition to the general requirements for admission to the Graduate School, applicants must hold an A level license in any teaching field from the North Carolina Department of Public Instruction (or its equivalent from another state).

Degree Requirements

The M.Ed. Program in Reading, Language, and Literacy Education requires a total of 39 hours of courses to be taken in three sequenced phases: Developing Plans and Perspectives (13 hours), Expanding Content and Pedagogical Knowledge (13 hours), Influencing Literacy Instruction (7 hours), plus 6 hours of electives.

Phase I: Developing Plans and Perspectives (13 hours)

READ6100 Current Issues and Practices in Literacy (3)

READ6252 K-12 Writing Development and Instruction (3)

READ6691A Seminar in Professional Development (1)

RSCH6101 Introduction to Educational Research (3)

ENGL6103 Juvenile Literature (3) OR

ENGL5104 Multiculturalism & Children’s Literature (3) Or alternative courses with similar content and approved by advisor

Phase II: Expanding Content and Pedagogical Knowledge (13 hours)

EDUC6254 Teaching Diverse Learners (3)

RSCH7111 Qualitative Research Methods in Education (3) or alternate graduate level research course approved by advisor

READ6250 Emergent and Elementary Literacy (3)

READ6255 Middle/Secondary Reading and Writing (3)

READ6691B Seminar in Professional Development (1)

Phase III: Influencing Literacy Instruction (7 hours)

READ6260 Diagnostic Assessment and Instruction in Reading (3)

READ6474 Collaborative Leadership in Literacy Education (3)

READ6691C Seminar in Professional Development (1)

Elective Courses (6 hours)

Courses may be selected from the following categories and must be approved by the student’s advisor: Pedagogy, Research, Diversity, Resources, and Leadership.

Capstone Experience

Students have the choice of a Master’s Research Project or a Master’s Comprehensive Portfolio, which is aligned with requirements of the National Board for Professional Teaching Standards. The final document will be presented to graduate students and faculty during READ 6691 C: Seminar in Professional Development. A committee of graduate faculty using the department’s scoring rubric will evaluate both the presentation and the document.

Assistantships

The Department has a limited number of Graduate Assistantships. Typical Stipends range from $5,600 to $7,000 for the academic year. Applications are available from the Department of Reading and Elementary Education, 704-687-8889.

Courses in Reading Education

READ 6000. Topics in Reading, Language, and Literacy. (1-6) May include classroom and/or clinic experiences in the content area. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)

READ 6100. Current Issues and Practices in Literacy Education. (3) Theories, research, and instructional methods associated with reading and language arts, preschool through high school; questions of effectiveness related to instructional approaches and materials; related topics such as multicultural literacy, the role of phonics, and assessment. (Fall) (Evenings)

READ 6250. Emergent and Elementary Literacy. (3) Prerequisite: Completion of Phase I. Critical reading and use of the literature in literacy education, examination of literacy content taught in the K-6 curriculum with an emphasis on pre-K and beginning reading instruction research, theory and practice, multiple models and approaches for teaching and assessing learning in literacy development, required action research project. (Fall) (Evenings)

READ 6252. K-12 Writing Development and Instruction. (3) Prerequisite: Completion of Phase I. or do we want to consider putting this in phase II so we have 3 read courses per phase Theories, research, and critical issues related to students’ writing development and effective writing instruction. Field experience required. (Spring, Summer) (Evenings)

READ 6255. Middle/Secondary Reading and Writing. (3) Prerequisite: Completion of Phase I. Theories, research, and instructional methods associated with reading and writing in the content areas, with a special emphasis on grades 6-12. Field experience and action research project are required. (Spring) (Evenings)

READ 6260. Diagnostic Assessment and Instruction in Reading. (3) Prerequisite: Completion of Phase II. Examination, uses, and critique of theories and research about literacy processes and problems; diagnosis and correction of reading disabilities; instructional strategies and action research designed to improve reading proficiency. (Fall) (Evenings)

READ 6474. Collaborative Leadership in Literacy Education. (3) Prerequisites: Completion of Phase II and READ 6260 course. Investigates models and strategies for assuming the leadership responsibilities of a literacy specialist, including mentoring, staff development, school-wide literacy program development and assessment, supporting the action research of teachers, and developing partnerships with parents and community volunteers. (Spring) (Evenings)

READ 6691. Seminar in Professional Development. (3) Prerequisites: None for READ 6691A; completion of Phase I for READ 6691B; completion of READ 6260 for READ 6691C. Seminar focused on the self-direction and professional development of literacy specialists, with an increasing emphasis on becoming instructional leaders, as students plan to meet their own learning needs in instructional expertise; expand their awareness of the role of the literacy specialist; design, develop, and present their basic program portfolio and their Master’s Research Project or Comprehensive Portfolio. (Taken for one credit in Phase I [READ 6691A]; one in Phase II (READ 6691B) and one in Phase III [READ 6691C] for a total of three credits.) (Fall, Spring) (Evenings)

READ 6800. Individual Study in Reading, Language, and Literacy. (1-6) Prerequisite: Permission of the student’s advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit. (Fall, Spring, Summer)

Advanced Graduate ONLY

READ 7999. Graduate Residence. (1) Meets Graduate School requirement for continuous enrollment during completion of a capstone project or comprehensive exam. (Fall, Spring, Summer)