Master of Arts in Reading Course Descriptions

EDU060 Orientation (0)
An introduction to the Master of Arts in Reading program.

EDU530 Value, Ethics, and Worldview (3)
In this study of the influence of Christianity on values and ethics in contemporary society, students gain an understanding of the historical influence of Christianity in the development of values and ethics in our nation. This course provides a foundation for and an understanding of the effects of a Christian worldview.

EDU624 Elementary Reading (3)
This course includes field experiences in the diagnosis and remediation of reading disabilities in the form of a case study. Teachers explore current models of reading assessment and support, as well as classroom applications designed to develop effective reading skills and dispositions, including differentiated instruction in response to student needs. Note: For those holding an elementary certificate, this course satisfies the Michigan Department of Education reading requirement for new professional certificates issued after July 1, 2009, per 2007 PA 32, MCL 380.1531(4) (previously PA118).

RDG628 Writing (3)
Teachers investigate writing development and applications across the curriculum as they design, facilitate and assess writing experiences and assignments in all subjects. Teachers develop methods and materials for writing process approaches, investigate instructional strategies for teaching genre and writing conventions, and explore the implications of standardized testing for writing instruction. Course focuses include workshop approaches, current research, experiential learning, and classroom applications of research and theory

RDG656 English Language Learners (3)
This course offers an overview of the role of language and cultural identify on English language acquisition. Current research in best practices for teaching reading and writing to English Language learners will be explored. Teachers use a case study to investigate issues, strategies, and programs designed to assist English Language learners. (Formerly EDU696)

RDG678 Children and Young Adult Literature (3)
A study of literature and its uses for K-12 students, including the most recently published materials, the role of children and young adult literature in developing literacy, standards for selection and evaluation of materials and strategies for involving students in particular types of literature comprise this course. Teachers apply criteria for selecting and evaluating literature from a historical perspective and in conjunction with critical theory. Teachers investigate research in the field and explore strategies to incorporate literature, including multicultural literature, into the curriculum in all subjects.

RDG679 Adolescent Literacy (3)
This course examines the needs of and demands on adolescent learners to be multi-literate in contemporary society and explores how educators can advocate, create, and collaborate to meet these needs. Strategies for informing and involving students and parents in literacy development, including technology use, are featured. Teachers analyze societal, school, family, and individual situations that promote and inhibit literacy learning and develop strategies to address these issues.

RDG680 Content Area Literacy (3)
This course addresses reading and writing processes and pedagogy, genre study, elements of effective oral and written communication, and the integrated nature of literacy skills instruction and use across the curriculum. Issues of motivation, developmental needs, and literacy teaching strategies are also explored.

RDG682 History and Psychology of Reading (3)
Teachers explore the acquisition and operation of reading processes beginning with emergent literacy and the history and influences on the teaching of reading and reading practices from colonial to contemporary times. Coursework focuses on basic research in reading and reading research methods in cognitive and developmental psychology. Teachers examine the influences of psychology on reading theory and topics in the psychology of reading. Teachers investigate how theory has influenced reading assessment tools and development.

RDG684 Program Design and Analysis (3)
Teachers examine contemporary and historical models for literacy learning and reading. Investigations into family literacy strategies and programs, research of reading programs and literacy research, policies at the national, state and local levels, staff and program development, text selection, and interpretation of student assessment data for reading and language arts, with special attention to advocacy, are course focuses.

RDG689 Literacy Leadership (3)
This course addresses essential leadership qualities, characteristics and needs of participants, and the change process for literacy programs. Teachers translate information from the following areas into plans for successful school literacy leadership: historical and current perspectives in educational leadership, theoretical foundations of educational leadership, schools as organizations, the bureaucratic nature of schools, power and authority, effective leadership styles, Social Systems theory and its impact on schooling, relationship building and leadership styles. Contingency Theory, motivation and leadership, decision making, communication, school improvement, daily school operations, student achievement, achievement gap, diversity and the change process will also be explored.

RDG692 Literacy Research Methods and Thesis Proposal (4)
This course focuses on the elements and processes of literacy research and academic writing. Teachers study literacy research methods, existing literacy research studies, and their own literacy concerns to design a research study. Students develop Chapters 1, 2 and 3, the bibliography and the appendices of their thesis in this course.
Prerequisite: Completion of all previous classes in the program.

RDG694 Literacy Research Thesis (4)
In this course, teacher-researchers implement their literacy research plans. Coursework promotes professional development through coaching and mentoring models for teachers in order to support implementation of various instructional programs and practices. Teachers conduct data collection, analysis and interpretations leading to recommendations for action based on findings. Students complete Chapters 4, 5, and 6, as well as the abstract, table of contents, and tables and figures of the thesis.
Prerequisite:  RDG692

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