Master of Science in Education, Ph.D.
- Literacy Programs-B-6, 5-12 B-12
The MS programs with a specialization in the Teaching of Literacy,
B-6, 5-12 (33 credits each), and B-12 (42 credits) enable the
initially certified teacher the skills to teach reading, writing,
and related language arts to students from early childhood to high
school levels. Both prospective and practicing teachers
acquire the skills to become reading specialists, capable of
diagnosing and assisting children and adults in overcoming their
literacy-related problems.
The Ph.D. Program in Literacy (75 credits beyond the
Baccalaureate) prepares leaders in the field of literacy education
to be teacher educators at the college or university level, to be
school district literacy specialists or coaches, or to be literacy
advocators at agency or community levels.
The programs will prepare graduates
to:
Demonstrate knowledge of the fundamental
principles of literacy instruction.
- Demonstrate
knowledge of theories of literacy development including emergent
literacy, early oral language development, and the relationship of
oral to written language.
- Identify and describe theories and models for teaching students
with exceptionalities, diverse learners, and at-risk student.
- Describe the principles of scientifically-based* reading
research to obtain valid knowledge about scientifically-based
reading instruction and assessment.
- Summarize the underlying principles of multi-sensory approaches
to language learning emphasizing the structure of language and the
study of the dyslexic learner.
- Use computer-based instruction to enhance reading and writing
skills.
Utilize a wide range of instructional
practices, approaches, methods and materials to support literacy
instruction in the classroom, including, but not limited to, those
identified by the National Reading Panel (2000).
- Demonstrate competencies for teaching phonemic awareness,
phonics instruction, and multi-sensory approaches to language
learning.
- Demonstrate the of use reading skills that support accuracy and
automaticity in word recognition necessary for reading
fluency.
- Identify reading – writing connections, techniques and
strategies that promote children’s active construction of meaning
through the use of quality literature
- Describe and utilize techniques for using content as a subject
matter to develop vocabulary and concept development.
- Demonstrate methods to achieve comprehension with narrative and
informational text.
- Use appropriate grouping options (individual, small group,
whole class) for accomplishing specific literacy goals.
- Design instructional methods, including computer-based
practices, for learners at different stages of development and
various cultural and linguistic backgrounds.
Use a variety of assessment tools and
practices to diagnose and prescribe literacy instruction for
divergent level students.
- Demonstrate the ability to identify each assessment instrument,
what it measures, and its appropriate use in diagnosis
- Conduct parent and client interviews to determine the physical,
social, emotional, and cognitive facts affecting literacy
learning.
- Administer, score, and correctly analyze various types of
formal and informal assessments including technology based
evaluations.
- Communicate the results of assessments to specific individuals
(parents, students, caregivers, colleagues, administrators,
policymakers, etc.) creating an awareness of the needs of the
diverse learners and learners with special needs.
Formulate a plan of instruction, based on
diagnostic findings, to remediate or correct the literacy
deficiencies of any given student.
- Create appropriate instruction, and revise as needed, to meet
the needs of all students, including those from different cultural
and linguistic backgrounds.
- Provide literacy recommendations based on the student’s
physical, affective and cognitive needs as determined by the
results of the evaluations.
- Create a plan for a learning environment that fosters reading
and writing by integrating foundational knowledge, use of
instructional practices, use of technology, materials and
assessment.
Interpret and apply standards of
professional and state organizations.
- Integrate principles of the International Reading Association
and the National Council for Teachers of English for teachers of
literacy into classroom literacy instruction.
- Incorporate the goals of New York English Language Arts
Standards into classroom literacy instruction.
- Use research, best practices, and findings of professional
organizations to strengthen and update professional practice.
Demonstrate knowledge of scientifically
based reading research; best practices in the field of reading and
writing, major theories of literacy acquisition and development and
models of literacy instruction.
- Demonstrate knowledge of research methodology and findings of
research reports.
- Interpret findings of best practices as reported in case
studies and action research.
- Use research and best practice reports to formulate research
designs and conduct original research studies.
- Use theories of literacy acquisition and development in
implementing research and instructional programs.
- Interpret the tenets of differing models of literacy
instruction.
* Scientifically based knowledge includes, but is not limited
to, results of experimental studies.