Reading, M.Ed.

OSRHE Program Code: 075
CIP Code: 131315
Major Code: 3760

Purpose

The Master of Education in Reading program facilitates classroom teachers’ in-depth understanding of the reading process and their knowledge of how children learn to read and write. The major emphasis is on effective instruction, curriculum development and assessment within an interdisciplinary approach to the study of teaching, early childhood, and special education. The program is designed to meet the International Reading Association’s (IRA) competencies for classroom teachers, reading teachers, reading consultants, and reading supervisors. Both the IRA competencies and the Oklahoma State Objectives for Reading Specialists are embedded within the coursework. Students may elect to take the state certification test in reading upon completion of their master’s degree.

Specialty Accreditation

NSU’s educator preparation programs at the baccalaureate and master’s levels are accredited by the Council for the Accreditation of Educator Preparation (CAEP), www.caepnet.org, (1140 19th Street NW, Suite 400, Washington, D.C. 20036-1023, 202-223-0077), and the Oklahoma Office of Educational Quality and Accountability (840 Research Parkway, Suite 455, Oklahoma City, OK 73104, 405-522-5399), www.ok.gov/oeqa

Credential Requirements

As a prequisite for program admission, candidates must hold or be eligible to hold a standard teaching certificate or teaching license or be eligible for an alternative certification program with a plan of study for certification on file with NSU’s Teacher Certification office. All candidates seeking certification need to take the state certification test for reading specialists at the completion of the program. There are fees associated with certification testing which is administered by an outside agency under contract with the Oklahoma Office of Educational Quality and Accountability. If seeking certification in any state other than Oklahoma, it is recommended that individuals contact the appropriate State Department for guidelines so they can be built into the program.

Student Learning Outcomes

1. Demonstrate knowledge of major theoretical, conceptual, historical, and evidence based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
2. Use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
3. Understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
4. Demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
5. Meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
6. Demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.
7. Complete supervised, integrated, extended practica/clinical experiences that include intervention work with students and working with their peers and experienced colleagues; practica include ongoing experiences in schoolbased setting(s); supervision includes observation and ongoing feedback by qualified supervisors.

Admission, Retention and Graduation.

Admission. Beyond the admission requirements for the Graduate College, admission to the Reading program requires:

1. A 2.5 overall GPA or 2.75 in the last 60 hours of undergraduate coursework, or a scaled score above the 25th percentile on the GRE or MAT prior to the first enrollment;
2. Completion of a minimum of 12 semester hours of education and/or psychology in order to take course in professional education for graduate credit;
3. Qualified for a standard Oklahoma teacher’s certificate/license;
4. Reading courses to include methods of instruction and materials in reading;
5. Methods of teaching elementary language arts or literature for children and/or adolescents.

Advisement. The Graduate College assigns students an advisor upon admission to graduate studies. It is the candidate’s responsibility to make an appointment with the advisor prior to enrollment to discuss policies and procedures relevant to the degree program. Confering with the student, the advisor develops a plan of study, assists in the selection of classes, and counsels the student.

Retention and Graduation. Candidates for the Master of Education in Reading degree must satisfy the following requirements:

1. Continue to meet the Graduate College’s retention standards. See the Academic Information page for more information.
2. Monitor degree progress using the degree audit system in the goNSU portal.
3. Meet Graduate College policies detailed in Academic Information and Master’s Degree Requirements regarding GPA, minimum grades, coursework age, residency and institutional / state regulations governing degree conferral.