Reading Specialist Course Description

Core Curriculum
CI 7001: Educational Research for Master’s Students (3 hrs)
Students will explore the full range of educational research in current practice and develop an understanding of the role and limitations of research for informing educational practice. Students will select a topic of interest to them and conduct a literature review of this topic culminating in a final paper that demonstrates their knowledge of the literature, ability to read and synthesize research, and write according to standard protocols.

CI 7002: Curriculum and Instruction: Theories and Trends (3 hrs)
This course is part of the CI master’s core. The course focuses on how curriculum and curricular activities are developed and impacted by legislative, and socio-political forces. The class will investigate the interaction of curriculum implementation and models of instruction in respect to student learning as well as how that curriculum is shaped.

CI 7003: Teaching and Learning in Diverse Classrooms (3 hrs)
This course is a required course for middle childhood and secondary licensure. This course exposes students to the problems, issues, and experiences of students from under-represented groups based on race, ethnicity, language, socio-economic status, and sexual identity. Students will use their experiences in field placements as starting points for reflection.

CI 7004: The Role of Teachers in a Democratic Society (3 hrs)
This class focuses on the historical, political, policy issues that are embedded in the development of classroom teaching and teachers in America. The course explores how teachers recreate social norms or are able to disrupt them leading to change. Participants will be expected to compare and reflect upon their own practices as teachers within our democratic society.

CI 7090: Master’s Project: Curriculum and Instruction (3 hrs)
This course involves writing a proposal and obtaining a master committee’s approval of that project proposal. The course also involves completing research and writing for the final master’s project.

Reading Specialist Curriculum

LSLS 7026: Literacy Learning and Instruction PreK-12 (3 hrs)
This course surveys current literacy curricula, methods, and materials for grades K-12 and is designed to bring teachers and administrators up-to-date in the field of literacy instruction. A major goal of this course is to identify the instructional contexts and practices most likely to support literacy development among all school-age students.

LSLS 7027: Theory to Practice: Models of Literacy (3 hrs)
This course examines the major theories, perspectives, and models of the reading process, and to link this knowledge to instructional practice. Theories, perspectives, and models examined include the following: cognitive processing, transactional, psycholinguistic, sociocognitive, sociocultural, and critical/multiliteracies.

LSLS 7028: Literacy Assessment, Instruction, and Practicum I (3 hrs)
This is the first course that examines a wide range of assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading. This course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results. Tutoring is required.

LSLS 7029: Literacy Assessment, Instruction, Practicum II (3 hrs)
The second of two courses that examine a wide range of assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading. This course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results. The course also incorporate the study of and implementation of a wide range of assessments and builds on and extend the methods to support literacy development. Tutoring is required.

LSLS 7031: Principles of Organizing a Literacy Curriculum (3 hrs)
This course addresses a wide range of issues and approaches related to planning, implementing, and supervising literacy programs in K-12 settings. It is designed to provide students with the knowledge, skills, and resources needed to take a leadership role in designing effective instruction, developing and evaluating curriculum materials, creating a literate environment, and facilitating teacher professional development to meet the literacy needs of students across the grades.

LSLS 7054: Literacy as a Linguistic and Cultural Tool (3 hrs)
This course examines the social, cultural, and community aspects of literacies, the linguistic and cultural aspects of learning English as a additional language, and the ways in which schools might recognize, maintain, develop, and build upon the “ways with words” that contemporary students acquire and learn in out-of-school contexts. The course is based on a sociocultural view of literacy, encompassing multidisciplinary approaches and focuses on key sociocultural arguments, influential studies, and their classroom implications.

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  • Joanna says:

    Can you take this online program if you are not American? I would like to begin this course asap.

  • Jeannie Rosa says:

    Joanna – Yes, you can we have students who live overseas and provide us with their passport and/or visa to participate in the program. Feel free to give me a call at 800-226-0075, as your Enrollment Advisor we can discuss your options. Look forward to hearing from you!

  • Laura says:

    Are you able to extend the program to complete it in three years, verses two?

  • Jeannie Rosa says:

    Hi Laura, our program is designed to be completed in two years. We go by rotation, which means if you skip a quarter you would have to wait two years before those classes you missed are offered again. The program is considered a part time program and you would take one class at a time. You can extend the program but it is highly not recommended. Please give me a call at 800-226-0075 so we can discuss your options together. Looking forward to hearing from you!

  • Selene says:

    I am a special education teacher working with students that are ID and deaf blind. Is your program flexible enough to allow me to explore how to better serve my students literacy skills?

  • Kyle Wallace says:

    Hi Selene – This is an excellent question. While we believe that our program will be a great fit for you, we are forwarding your question on to the Special Education Program Director to get specific information on how the course content will relate to yours and your student’s needs. We will have an Enrollment Advisor follow up with you, but should you have any additional questions in the meantime please feel free to contact us at 800-226-0075.

  • Cindy says:

    I only have one year teaching experience, but I am currently working as a house parent at a facility for at risk youth. I am hoping to get a job teaching at the school here in the next few years, and think this will be useful degree. Can I enroll in this program even with limited classroom experience?

  • Jacquelyn says:

    What is the Culminating Experience Option: The Master’s Project?

  • Kyle Wallace says:

    Hi Jacquelyn- The Culminating Experience is the final project you will do to earn your degree. We use that in place of a thesis and oral defense. One of our Enrollment Advisors will follow up with you so we can discuss more about what the Culminating Experience entails.

  • Kyle Wallace says:

    Hi Cindy – Yes, our program does not have a set teaching experience requirement. However, it does vary based on each different program of interest. I will have one of our Enrollment Advisors reach out to you so that we can ensure you have all the information you need about your specific program of interest.

  • Lana says:

    I was working on my masters 13 years ago in Education. I left to start a family. I had, I believe, 2 courses and a practicum left to complete. I have returned to teaching in a private setting as a reading specialist and was wondering if my credits and course work would transfer and minimize the course load.

  • Jeannie Rosa says:

    Hi, Lana. It’s a pleasure to hear from you! You can transfer up to nine credits as long as it is applicable to the program. If you have further questions please feel free to contact us at (800) 226-0075 and we will be happy to assist you!

  • harriette reynoso says:

    I already have my Masters in Administration(Principal and Supervisor) and just want to get my Reading Specialist Certification is that possible?

  • Hello Harriette, thank you for your question. We do offer the Reading Specialist program as a one year endorsement (for OH residents) or certificate program. In order to help determine if this is the right path for you we’d have to know if you were an Ohio resident and if not, you’d want to look into your state’s Reading Specialist certification requirements to assure that our program aligns with their goals. Please contact an Enrollment Advisor at 800-226-0075 for further assistance as we’d love to help!

  • Kristen says:

    I am a paraeducator and have a degree in literature, not teaching. Can I still get an MA in Reading?

  • Hello Kristen,

    Thank you for contacting us. Our Master’s of Education in Curriculum & Instruction with the Reading concentration does not require a specific degree in teaching for eligibility; however, two years of teaching experience is required. Please give us a call at 800-226-0075 so we can go over the requirements of the program.

  • Lauren R says:

    Is this program ONLY offered online? Is there a main campus option?

  • Hi Lauren. Please click here to view all program offerings within UC’s School of Education. Please contact an Enrollment Advisor with any questions at 800-226-0075.