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Reading & Literacy

Reading & Literacy

Contact
Vivian Johnson, Ph.D.
Madame Cadillac Building, Room 201
Phone: 313.927.1384
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Programs
Master of Education in Reading
K-12 Reading Specialist Endorsement
18 Hour Professional Certification

Mission Statement
The mission statement of the Education Unit states:
Marygrove’s goals of competence, compassion, and commitment are also the requisite attributes of an effective teacher. The education programs seek to combine technical skill and knowledge with guided experiences that, together, will foster these goals and those of educational professionalism. Additionally, we challenge students to be self-directed learners, to adapt to change, and to foster understanding of and sensitivity to issues of diversity. Students are invited to use their deepening understanding of themselves as learners and as future teachers to share their insights with each other and with the faculty in order that we all may grow.

The Marygrove College Education Unit: Conceptual Framework
Marygrove’s education programs range from Early Childhood Education through Adult Learning. Our goal is to prepare compassionate, reflective teachers who are academically, socially, and technically competent to communicate with all learners in a diverse world.

Reading & Literacy Overview

General Information
The M.Ed. graduate reading program has been in operation since 1966. Practicum experience is provided through the Marygrove College Learning Clinic, which has served the metropolitan area since 1951.

The present program is designed to provide advanced study in theories of literacy development that will prepare its graduates to serve in leadership roles as reading teachers, reading specialists, or as reading clinicians in public, private, or parochial school settings. Flexibility within the program provides opportunities for students from differing backgrounds to acquire specific skills and knowledge to meet their individual needs.

Reading is viewed as a developmental process guided by the learner’s experiential background, self-perception, cultural identity, and the context for learning. Courses recognize issues of gender, ethnicity, multiculturalism and global perspectives, and how the diversity of learners in multiple and varied environments impact learning. These issues are examined and addressed through instructional design, varied selection of materials and media, and the use of multiple assessment measures for evaluation of student learning. Students receive practical experiences in diagnosis and remediation of reading disabilities. Courses in other disciplines enable students to develop greater awareness of the impact of social contexts on learning.

Successful completion of the program prepares graduates to become more knowledgeable, skillful practitioners, and to become capable leaders of reading and literacy development.

Specific Program Information
Program applicants must already have an elementary or secondary teaching certificate to qualify for the endorsement. Completion of the Master Degree Reading Program is required in order to be eligible for the Reading Endorsement. Certified teachers may elect to take only the 18-hour Professional Certification Program. Final decisions regarding the applicability of specific courses are determined by the program coordinator.

Six graduate credits may be transferred provided they are not over 10 years old by the time the student completes the program, and the transfer course(s) is an equivalent of a course(s) required in the program.

Admissions Requirements
Applicants must meet all of the general graduate admission requirements (see the “Graduate Admissions” section of this catalog). Applicants MUST have an elementary or secondary teaching certificate.

Master of Education (M.Ed.)

A minimum of 30 credit hours must be completed in required courses and in specified electives. These must include a minimum of 24 credit hours in Reading (RDG) and Education (EDU) courses.

Courses for the completion of the M.Ed. degree must include:

A. SOCIAL FOUNDATIONS (6 CREDIT HOURS)
A minimum of six credit hours must be taken from Social Foundations courses. These courses may not be transferred from another institution. See the “Graduate Courses” section of this catalog for an explanation of the requirements and for full course descriptions.

B. RESEARCH
RDG 639 Research in Reading and Curriculum Development

C. READING COURSES
RDG 509 Psychology of Literacy Development
*RDG 557 Methods for Teaching Intermediate and Secondary Reading
RDG 559 Literature Based Approaches to Reading Instruction
*RDG 564 Methods in Elementary Reading and Language Arts
RDG 567 The Writing Process in Literacy Development
RDG 609 Diagnostic Techniques in Reading Instruction
RDG 619 Prescriptive Techniques for Reading Instruction

* Appropriate undergraduate courses may be substituted with permission of the program coordinator.

D. ELECTIVES
RDG 519 Language and Cognitive Development
EDU 524 Principles in Classroom Management
EDU 530 Technology in the Classroom
EDU 537 Curriculum Theory and Development
EDU 556 Language Development and Disorders
EDU 640 Technology Tools for Teachers

READING ENDORSEMENT (K-12)
The Reading Endorsement requires completion of a minimum of 32 credit hours in Reading (RDG) courses and graduate level Education (EDU) courses, and can only be offered to those with a M.Ed. The endorsement, granted by the State of Michigan, also requires a passing score on the subject area test of the Michigan Test for Teacher Certification (MTTC).

Provisional Certification

State of Michigan approved courses for compliance with 2000 reading requirements for provisional certification

A. ELEMENTARY
RDG 564 Methods in Elementary Reading and Other Language Arts
RDG 567 The Writing Process in Literacy Development
RDG 609 Diagnostic Techniques in Reading Instruction
OR
RDG 567 The Writing Process in Literacy RDG 619 Prescriptive Techniques for Reading Instruction

B. SECONDARY
RDG 557 Methods for Teaching Intermediate and Secondary Reading
RDG 567 The Writing Process in Literacy Development

Professional Certification

18 Hour Planned Program - for Professional Certification

Select a minimum of 12 credit hours of course work from among Reading (RDG) courses and 6 credit hours of course work from Education (EDU) courses in consultation with the program coordinator.

*Select 12 credit hours from the following reading courses:
RDG 509 Psychology of Literacy Development
RDG 519 Language and Cognitive Development
RDG 559 Literature Based Approaches to Reading Instruction
RDG 567 The Writing Process in Literacy Development
RDG 609 Diagnostic Techniques in Reading Instruction
RDG 619 Prescriptive Techniques for Reading Instruction

*Select six credit hours from the following courses:
EDU 524 Principles of Classroom Management
EDU 530 Technology in the Classroom
EDU 556 Language Development and Disorders
EDU 640 Technology Tools for Teachers

* Other courses may be substituted with permission of the program coordinator.

Reading & Literacy Course Descriptions

(*See “Teacher Certification” section, for EDU course descriptions)

RDG 509 Psychology of Literacy Development 3 hours
This course describes the variables and the behaviors involved in reading and learning to read; it investigates task and milieu conditions which facilitate reading skill acquisition; and examines teaching strategies in relation to research findings.

RDG 519 Language and Cognitive Development 3 hours
This course explores theories of language and cognitive development; language growth; significance of home, culture and early school environment; relationship of linguistics to reading and speaking processes; readiness and implementation for beginning reader; procedures for teaching bilingual children.

RDG 557 Methods for Teaching Intermediate and Secondary Reading 3 hours
This course specifically addresses adapting content instruction to meet the needs of intermediate and secondary school students with reading problems; analyzes the variations in vocabulary, format, comprehension, and study procedures in various content areas; presents teaching strategies for improving basic reading skills, content reading and writing proficiency of all students; and explores strategies for supporting literacy instruction across the curriculum.

RDG 559 Literature Based Approaches to Reading Instruction 3 hours
This course examines the history, description, rationale, and criteria for selection and evaluation of classic, contemporary, and culturally diverse literature for children and young adults. This course also presents specific strategies for using culturally conscious literature in literature based reading instruction, and explores a variety of strategies to foster literacy development and promote an enjoyment of literature.

RDG 564 Methods in Elementary Reading and Other Language Arts 3 hours
This course presents criteria and procedures for reading, writing, listening, viewing, and speaking processes, and examines teaching strategies and materials which are consonant with human growth and development. This course also discusses research and management of classroom reading programs, grades K-8.

RDG 567 The Writing Process in Literacy Development 3 hours
This course presents theories of how to teach writing skills and examines the connection between reading and writing performance in literacy development. This course also explores and examines skills that support writing processes and identifies effective strategies for cross-curricular integration of creative and informational writing.

RDG 609 Diagnostic Techniques in Reading Instruction 3 hours
This course examines identification of reading disabilities and possible causative factors through the use of formal and informal tests and case study methods. This course also develops a comprehensive testing vocabulary in order to administer, interpret, and evaluate tests.

RDG 619 Prescriptive Techniques for Reading Instruction 3 hours
This course examines the implementation of developmental and remedial reading programs, management systems, and classroom organization, grades K-8. This course also develops advanced skills in selecting, designing and evaluating strategies and materials for the teaching of specific objectives in reading; in prescribing and modifying for differentiated instruction; and in applying reading instruction to content areas.

RDG 639 Research in Reading and Curriculum Development 4 hours
This course provides opportunities for research that focuses on effective literacy instruction, and factors involved in successful curriculum development in school-wide reading programs. This course also covers techniques for formal and informal research. Students will design, conduct, and present a research project.

RDG 649 Seminar for Reading Specialists 3 hours
This course addresses reading consultant responsibilities, including: coordinating developmental and remedial programs, facilitating teacher and staff development, writing proposals, conducting workshops, and simulating interactions.

RDG 669 Clinical Practicum in Reading 4 hours
This course explores advanced diagnosis and remediation in a clinical setting, including: on-going assessment and modification of teaching strategies and conditions in relation to pupil performance and attitudes, and reporting of findings and recommendations to others. NOTE: Reading major endorsement requires that the student must work with elementary and secondary age pupils.

RDG 691 Independent Study: Issues in Literacy Development 1-3 hours
An explanation of Independent Study’s can be found in the “Academic Policies” section of this catalog.

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