Reading

Master of Education

About This Program

The College of Education at Wilmington University reserves the right to change requirements to comply with any licensure/certification mandates by the Delaware State Department of Education.

Program Purpose

The Master of Education in Reading prepares teachers for a reading specialist role. Reading specialists must demonstrate the ability to produce high levels of student achievement in literacy. Literacy requires an understanding of reading and writing intertwined with the ability to interpret critically and apply new information to existing knowledge. Every school should have access to reading specialists who have specialized training related to addressing reading difficulties and who can give guidance to classroom teachers in language arts, writing, and content area reading.

Program Competencies

The program competencies are the IRA Standards, are summarized below, and can be accessed in their entirety through the IRA’s website: www.ira.org/resources/community/ncate_standards.html.

The program develops reading experts who:

1. Foundational Knowledge

1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.

1.2 Demonstrate knowledge of reading research and histories of reading.

1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.

1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading, as well as how students are integrating the same components in fluent reading.

2. Instructional Strategies and Curriculum Materials

2.1 Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, candidates support classroom teachers and paraprofessionals in their use of instructional grouping options.

2.2 Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, candidates support classroom teachers and paraprofessionals in their use of a wide range of instructional practices, approaches, methods including technology based practices.

2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.

3. Assessment, Diagnosis, Evaluation

3.1 Use a wide range of assessment tools and practices to plan and evaluate effective reading instruction in order to compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices.

3.2 Use a wide range of assessment tools and practices to plan and evaluate reading instruction in order to support the classroom teacher in the assessment of individual students.

3.3 Use a wide range of assessment tools and practices to plan and evaluate effective reading instruction in order to assist the classroom teacher in using assessment to plan instruction for all students.

3.4 Use a wide range of assessment tools and practices to plan and evaluate effective reading instruction in order to communicate assessment information to various audiences for both accountability and instructional purposes (policymakers, public officials, community members, clinical specialists, school psychologists, social workers, classroom teachers, and parents).

4. Creating a Literate Environment

4.1 Apply foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments by assisting the classroom teacher and paraprofessional in selecting materials that match the reading levels, interests, and cultural and linguistic backgrounds of students.

4.2 Assist the classroom teacher in selecting books, technology-based information, and nonprint materials representing multiple levels, broad interest, and cultural and linguistic backgrounds.

4.3 Demonstrate and model reading and writing for real purposes in daily interactions with students and education professionals.

4.4 Create literate environments by effectively revising instructional plans to motivate all students.

5. Professional Development

5.1 Can articulate the theories related to the connections between teacher dispositions and student achievement.

5.2 Conduct professional study groups for paraprofessionals and teachers.

5.3 Positively and constructively provide an evaluation of one’s own or others’ teaching practices.

5.4 Exhibit leadership skills in professional development.

Outcomes Assessment

The assessment of outcomes consists of multiple measures. Grades on assignments and for courses are the first level of assessment. The course goals, learning outcomes, and assignments are designed to address the measurement of program and graduation competencies. The Knowledge of Reading Test (KRT) must be taken online at the time of enrollment and during either MRD 7920, Practicum in Reading, or MRD 7950, Seminar in Reading Research. Other assessment measures include the observation of application of knowledge in practical settings and alumni surveys that query such items as preparation levels for careers, preparation for passage of PRAXIS II, and life-long learning activities.

Program Design

The Master of Education in Reading program was designed to meet four sets of professional standards: Delaware Professional Teaching Standards (DPTS), National Association of State Directors of Teacher Education and Certification (NASDTEC), National Council for Accreditation of Teacher Education (NCATE), and International Reading Association (IRA). Students who complete the program are eligible for a State of Delaware Certificate as a Reading Specialist. Candidates are required to register for MRD 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy program competencies.

When compared to other current graduate programs in reading, three unique features are evident. First, the reading practicum is six (6) credits and must be completed over the length of a full semester. This practicum is in addition to another course in diagnosis and remediation which many institutions view as a practicum experience. A second difference is in the presentation of diagnosis, assessment and correction as one six-credit course. This allows students to see the complete process with the same individual and small groups of children. Most institutions offer two separate three-credit courses. It is also conducted through a site-based reading clinic, under the supervision of the course instructor. The third, and most unique requirement, is the inclusion of field experience in content area classrooms in a combined study of strategies and application of those strategies. Many programs have a content area reading course, but not one that requires field experience in content area classrooms.

Students in this program are required to collaborate and partner with teachers, administrators, specialists, and parents in assessment of reading, instruction in reading, designing reading programs, and conducting research in reading. Students, then, develop partnerships with a wide network of parties to support reading achievement in the school, home, and community as learning environments.

This program is designed to serve students with several career opportunities:

• 15 or 18 course credits for a cluster of graduate study in reading

• 35 credits required for the master’s degree. Subsequently, students may apply for the Reading Specialist certificate through the Department of Education. Documentation of a passing Praxis II score (560) will also be required.

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