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Master's Degree with Certification as a Reading Specialist Using a schedule that accommodates those already
employed as teachers, this program is designed to be responsive
to requirements promulgated by the Pennsylvania Department of Education
(Division of Teacher Education—Bureau of Teacher Certification
and preparation) requiring that specialists of reading be certified
according to specific competencies set forth in the regulations.
Certification (only) as a Reading Specialist (18 credits) Using a schedule that accommodates those already employed as teachers, this program is designed to be responsive to requirements promulgated by the Pennsylvania Department of Education (Division of Teacher Education—Bureau of Teacher Certification and preparation) requiring that specialists of reading be certified according to specific competencies set forth in the regulations. Students seeking Certification (only) as a Reading Specialist (18 credits) Candidates for a Masters Degree Program in Education leading to a Reading Specialist certification will undergo a predetermined curriculum consisting of four (4) Specialized Courses, and a Practicum Course. These courses will address in depth the areas of expertise that are required by the regulations:
Core Courses Descriptions EDC 501 (F, S) COGNITIVE DEVELOPMENT OF THE CHILD AND ADOLESCENT 3 credits Addresses cognitive development and the acquisition of knowledge. Explores the implications for instruction. Emphasizes creating more meaningful learning experiences for pupils who are at varying developmental levels and who have different learning styles. EDC 601 (F, S) THE FOUNDATIONS OF EDUCATION 3 credits Promotes analysis of the meaning and effects of educational institutions. Provides resources for developing critical under-standing of educational thought and practice. Encourages the development of value positions based on critical study. Provides resources for the development of educational policy making perspectives and skills. EDC 603 (F, S) CURRICULUM DEVELOPMENT 3 credits Assists students in examining and refining their own concept of the curriculum and provides them with the knowledge and practical skills required to translate that concept into an effective, developmentally-based program for learners. Stresses acquiring the knowledge, developing the attitudes, and cultivating the skills that make teachers effective curriculum workers in the schools. Prerequisites: EDC 501, 502, 602, 613 or permission EDC 695 ACTION RESEARCH AND EDUCATIONAL CHANGE 3 credits Focuses on developing education professionals’ ability to critically reflect on problems arising in schools through the developing, implementing, and analyzing action research projects. Students will be exposed to quantitative and qualitative methods of scientific research, define an area of focus relating to area of study, conduct a literature review, formulate an action research design, collect and interpret data, and synthesize research into a report format. Students will be introduced to publishing opportunities. Prerequisites: EDC 620, 640, and 651 EDC 697 MASTER’S ACTION RESEARCH PROJECT (1 credit, ongoing until project is completed) 3 credits As a continuation of EDC 605: Action Research and Educational Change, students will be designing, conducting, implementing, and analyzing data collected from action research proposals began during the EDC 605 course. Students will be mentored as they engage in the research process. A final report of the action research will consititute as a master’s thesis. Prerequisites: EDC 695 and 601 Specialized Courses Descriptions EDC 618 (F, S) DEVELOPMENTAL READING 3 credits Promotes understanding of reading as a strategic interactive process that affects learners’ efforts in all academic areas. Explores currently held views of the reading process, instruction techniques, and assessment concerns. Employs a variety of formats including lecture, demonstration, discussion, and hands-on experiences. Course projects provide practical application of the theoretical, instructional, and diagnostic issues presented. Prerequisites: EDC 501, 502 or permission EDC 620 LITERACY DIFFICULTIES: ASSESSMENT AND INTERVENTION Prepares reading specialists to meet the needs of students who demonstrate significant problems in reading and writing. It prepares reading specialists to use diagnostic assessments as a basis for planning instruction. Emphasis is placed on understanding and analysis of reading problems and the design and implementation of instructional interventions in reading and language arts. rerequisites: EDC 501 and 618 EDC 640 LITERATURE FOR CHILDREN AND ADOLESCENTS ACROSS THE CURRICULUM 3 credits Presents the reading specialist with techniques and strategies for presenting literature to children and adolescents and getting them to respond to it. Students interact with a wide variety of children’s literature, to recognize notable authors and illustrators, and to develop an ability to critically analyze children and young adult literature from diverse perspectives. students will examine, evaluate, discuss, and use literature and related non-print materials for children and young adolescents, and explore strategies for using trade books across the curriculum and for introducing children to literature. Students develop an understanding for ways in which children’s literature develops literacy and encourages young people to know the pleasure that can derive from reading good books. Materials for children, adolescents and adults with limited reading abilities are covered. Prerequisites: EDC 501 and 618 EDC 648 THE LITERACY COACH: IMPROVING THE TEACHING OF READING AND WRITING IN THE CONTENT AREAS 3 credits This course promotes the concept that a specialist, serving as a school’s literacy coach can work effectively with secondary teachers to improve students’ literacy skills as they study their content area subjects. Future specialists will learn to collaborate with content teachers as they make learning more lasting and meaningful. Strategies, techniques, and approaches will be demonstrated to show how more effective learning can take place without any appreciable loss of “content time.” Prerequisites: EDC 501 and 618 EDC 651 LITERACY INTERNSHIP PRACTICUM 6 credits The literacy internship is the capstone experience for the program. Students will complete a minimum of 100 hours in an intensive summer reading program designed for children and adolescents. Students will be expected to apply concepts from their course work to their work with students who are struggling readers. Students will be expected to conduct literacy evaluations of students with mild, moderate, and severe reading or writing difficulties, design specific literacy instruction to meet student needs, implement instruction, and evaluate the effectiveness of the instructional techniques on literacy growth. Students will also be expected to choose literacy materials that are in line with students’ instructional levels and to develop a literacy-rich and positive learning environment. An alternate option for completing the required internship hours exists for those currently teaching in reading/literacy intensive positions. The director of the Graduate Programs Education must approve this option. Prerequisites: EDC 618, 620 and 640. PRAXIS In order to be eligible for certification in the state of Pennsylvania, the successful teacher candidate must pass the appropriate sub-tests of the PRAXISs. The following sub-tests are required: Professional Knowlege Reading Certificate- Test Code 20300 Click here to download the Certification as a Reading Specialist brochure. 
Greer M. Richardson, Ph.D.Director Graduate Programs in Education 1900 West Olney Avenue, Olney Hall 112 Philadelphia, PA 19141 USA Phone (215) 951-1196 Fax (215) 951-1843 e-mail: graded@lasalle.edu |
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About La Salle | Academics | Admissions | Athletics | Community Service | Library | News/Media Graduate Programs, La Salle University 1900 West Olney Avenue Philadelphia, Pennsylvania 19141 USA 215/951-1100 | 888/LSU-7480 |