Graduate Courses for MEd in Literacy/Reading Specialist Certification Program

Sequence

The sequence of courses will vary, depending on whether students attend full-time or part-time and in what semester they enter the program. Below is a typical sequence for full-time students beginning in the fall semester.

Students should meet with the program coordinator to develop a suitable sequence of courses.

One-Year Completion Plan

Fall:

LTCY 600 Foundations of Literacy
LTCY 644 Writing Development and Instruction
LTCY 701 Assessment and Acceleration

Spring:

LTCY 607 Diverse Texts for Literacy Instruction
LTCY 635 Differentiated Literacy Instruction
LTCY 702 Literacy Instruction Across Disciplines

Early Session

LTCY 770 Practicum and Seminar for Reading Specialists

Summer I:

LTCY 698 Analysis of Research in Literacy 
LTCY 705 Literacy Leadership and Collaboration
Elective in EDEX, LTCY, or a related area, depending on initial certification

Course Descriptions

The MEd in Literacy requires 30 credits. Students may also receive a Reading Specialist Certification by completion of 27 credits within the master's program.

  • LTCY 600 Foundations of Literacy Instruction 3cr
    Introduces elements of effective literacy instruction that recognizes social, cultural, historical, and political perspectives. Emphasis is placed on the nature of reading and writing processes, the characteristics and developmental processes of the learner, and instructional strategies that enhance reading development.
  • LTCY 607 Diverse Texts for Literacy Instruction 3cr
    Acquaints students with various print and digital texts to use for evidence-based literacy instruction.  Candidates will analyze texts, as well as develop instructional materials using informational and narrative texts.  Diversity in literature and diversity in student needs will be emphasized.  Candidates will utilize technology to access information related to text sources.
  • LTCY 635 Literacy in Inclusive Classrooms 3cr
    Examines curricular materials, teaching approaches, and strategies used in classrooms to develop student literacy. The primary focus of the course is on differentiated instruction, designed to meet the needs of all learners, including those who speak English as a second language, experience difficulty learning to read and/or write, students who are gifted, and students from diverse backgrounds/cultures.
    Pre or Co-requisite: LTCY 600
  • LTCY 644 Writing Development and Instruction 3cr
    Introduces theoretical, conceptual, historical, and evidence-based aspects of writing development and instruction. Emphasis is placed on instruction in writing processes (e.g. composition, revision) and foundational skills (e.g., spelling, sentence construction) and the relationship of writing to other components of literacy.
  • LTCY 648 Creativity and the Elementary School Child 3cr
    Includes a study of creative thinking and ways to develop creativity in children, including strategies and techniques to use in the classroom. Ways of measuring creativity and analyzing the role of the teacher.
  • LTCY 698 Analysis of Research in Literacy 3cr
    Examines quantitative and qualitative research in reading, writing, and other literacy and language issues. Designed to ensure that candidates will be able to read, interpret, evaluate, statistical and ethnographic research in literacy. In addition, candidates will be able to apply research to instructional practices, and support teachers in the application of research in practice.
  • LTCY 701 Assessment and Acceleration 3cr
    Examines the role of formal and informal assessments in screening, diagnosing, and measuring student achievement. Emphasis is placed on the use of assessments to inform instruction and select appropriate interventions for diverse learners.
    Pre or Co-requisite: LTCY 600.
  • LTCY 702 Literacy Instruction Across Disciplines 3cr
    Emphasizes evidence-based approaches to integrating literacy strategies and varied materials and technologies across disciplines at the elementary and secondary levels. An inquiry approach to teaching is incorporated throughout class sessions and a school-based field experience.
    Prerequisite: LTCY 600 or Departmental Permission
  • LTCY 705 Literacy Leadership and Collaboration 3cr
    Acquaints students with issues in professional learning and leadership. Requires students to apply knowledge of adult learning to collaborate with colleagues, families, and stakeholders in literacy instruction. Describes the various roles of literacy professionals. Develops leadership skills and the ability to advocate on behalf of students, families, and teachers. Analysis of curriculum and development of literacy professional learning opportunities are emphasized.
    Prerequisites or corequisites: LTCY 607, 644, 698, 701, and 702.
  • LTCY 770 Practicum and Seminar for Reading Specialists  3cr
    Supervised experience teaching PK-12 students who experience difficulty with reading/writing. Assessment techniques such as observation, surveys, interviews, conferences with families, formal and informal testing are used to determine student’s instructional needs. An intervention plan for improving reading/writing is developed and implemented. Meeting the needs of diverse students in inclusive classrooms is stressed. Candidates maintain records of student progress. Candidates review research-based interventions, display leadership skills, engage in reflective practice, and demonstrate dispositions characteristic of professional literacy educators. Supervision is provided by faculty with experience as a Reading/Literacy Specialist.
    Prerequisites: LTCY 600, 607, 635, 644, 698, 701.
  • Other courses, with permission