Graduate Programs
Master Programs
Education:Reading Degree (M.Ed.)
Program Description | |Admission
Requirements | | Degree Requirements
| |Course Descriptions
Program Description
The Master of Education in Reading program is designed to prepare
reading specialists, primarily for K-12 education, but also for
community colleges, industry, adult education programs, commercial
education centers and private practice. The 33-unit program is highly
structured with eight required courses and three electives (two
of which must be in the area of literacy). It is developmental in
design. Students grow in both their knowledge and application as
they proceed through the program.
The Graduate Reading Program at Towson University does not subscribe
to a particular position on reading. It closely reflects the broad,
comprehensive knowledge and pedagogical skills outlined in the 2003
Standards for Reading Professionals developed by the International
Reading Association.
The goals of the Master of Education in Reading program are to prepare
reading specialists who have a dynamic understanding of the reading
process, who have a wide array of resources for enhancing literacy
for all learners, and who have the competencies to coach others
(classroom teachers, paraprofessionals, parents, etc).
The program is designed to prepare the degree candidate to:
- Provide specialized literacy instruction and assessment, in
cooperation with other professionals, to students at all levels.
- Provide literacy services individually or in groups.
- Communicate with and coach colleagues, parents and the community
about literacy issues, including conducting workshops on literacy
topics.
- Provide instructional guidance to paraprofessionals.
- Read and interpret literacy research.
- Continue to grow professionally by reading professional journals
and by participating in reading conferences and workshops.
- Master essential dispostions of educators (caring for all students,
collaboration with stakeholders, commitment to professional practice).
The Master of Education in Reading program is grounded in five philosophical
beliefs:
- Literacy learning involves not only reading, but also writing,
listening, speaking and viewing.
- Literacy instruction must be research-based, and therefore requires
reading specialists to be competent in interpreting and applying
research findings.
- Literacy instruction must be responsive to the individual differences
among learners.
- Literacy instruction must be inclusive and celebrate the diversity
of learners.
- Literacy instruction and assessment must be closely connected
so that instruction is developed, monitored and modified using
multiple sources of assessment data.
The Master of Education in Reading program can be completed on
a full-time or parttime basis. Most courses are offered in the early
evening (e.g. 4:20-6:50 p.m.) one night per week. All eight required
courses on-campus are offered in both fall and spring semesters
and many are offered during the summer.
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Admission Requirements
Candidates for admission must submit an application essay that
addresses the applicant's experience and/or approach to caring for
all students, collaboration with other professionals, and commitment
to professional practice. Candidates for admission to the Master
of Education in Reading program must also meet the criteria for
admission to all graduate programs at the university: a 3.00 GPA
for the last 60 units of undergraduate and post-baccalaureate study.
Students can be admitted conditionally to the Master of Education
in Reading program with a 2.75 GPA. Those admitted conditionally
must receive an A or B in the first three REED courses they take
in the program. Candidates who completed their bachelor’s
degree more than 10 years ago with less than a 3.00 can be admitted
to the program by documenting five years of successful education-related
work experience.
**Applicants to the M.Ed in Reading are required to submit an essay
on the following topic:
Essential Dispositions For Educators - All students
enrolled in programs in the College of Education are expected to
develop a professional conscience by demonstrating important dispositions
necessary to work with diverse and inclusive communities of learners.
Following is a list of dispositions which have been identified as
core behaviors expected of all graduates. As candidates progress
through coursework and field experiences, they are expected to demonstrate
increased understanding and mastery of these dispositions.
At this time, how do you see yourself as an educator in
terms of these attributes?
- Commitment to Professional Practice
- Caring for the Success and Well-being of All Students
- Collaboration with Colleagues and Stakeholders
Candidates in the M.Ed. in Reading program are not required to
have or be eligible for a teaching certificate. This is to allow
individuals interested in careers that do not require a state teaching
certification (e.g., community college developmental reading) to
pursue the degree. It is, however, important to understand that
completing the M.Ed. in Reading does not carry automatic state certification.
Maryland State Certification for Reading Specialist has three requirements:
- Eligibility for teacher certification in early childhood, elementary,
secondary or special education.
- Three years of classroom teaching experience.
- M.Ed. in Reading from an approved program (e.g. Towson University's)
or a master equivalency.
To be admitted to the program, send all official transcripts to the
Graduate School and fill out the graduate application.
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Degree Requirements:
Required Course (24 units)
REED 601
Reading Theory and Practice (3)
REED 609
Reading Assessment (3)
REED 621
Reading Disabilities (3)
*REED 626
Clinic Internship in Reading (3)
REED 663
Strategic Use of Materials (3)
REED 665
Teaching Reading and Writing in the Content Areas K-12 (3)
*REED 726
Advanced Internship in Reading (3)
REED 729
Seminar in Reading (3)
*There are two required internships in the program, REED 626 Clinic
Internship in Reading, and REED 726 Advanced Clinic Internship in
Reading. They are both 3-unit experiences that require 45 contact
hours with clients, parents and fellow clinicians each semester. In
addition to working with one client, the students enrolled in the
advanced internship are responsible for providing parent workshops
on a variety of topics as well as serving as coaches. If a student
withdraws from REED 626 or REED 726 without consulting with the instructor,
she/he must petition the Director of the Program in order to re-enroll
in the course.
Electives (9 units)
There is considerable flexibility in elective course selection in
order to meet the unique program needs of individual candidates. Two
of the three electives must be reading/literacy courses. Suggested
courses include (but are not limited to) the following:
ECED 607 Learner
Diversity and Inclusion in Early Childhood Education (3)
ECED 609 Growth and
Development of Young Children (3)
EDUC 605 Research
and Information Technology (3)
EDUC 660 Teaching in a Multicultural/Multiethnic
Society (3)
EDUC 717 Children’s Literature and Other Materials
(3)
ELED 557
English for the Non-English Speaking Child (3)
ELED 601 Critical
and Creative Thinking (3)
ISTC 501 Utilization
of Instructional Media (3)
REED 628 Guided Reading (3)
REED 632 Improving
Literacy of Adolescents and Adults with Language-Learning Disabilities
(3)
REED 660 Integrating
Technology in Literacy Instruction (3)
REED 670 Special Topics
in Reading Education (3-6)
REED 695 Individualized
Study in Reading Education (3-6)
REED 710 Multiculture
Literature for Children and Adolescents (3)
REED 712 Critical
Conversations: Early Literacy Research, Policy and Practice(3)
REED 740 Grant Writing
In Education (3)
REED 745 Professional
Development in Reading (3)
REED 751 Language,
Literacy & Culture (3)
REED 752 Literacy
Theory & Research (3)
SCED 518 Young
Adult Literature(3)
SCED 605 Theory,
Research and Practice in Teaching Composition (6) [Maryland Writing
Project Summer Institute]
SCED 611 Inclusion/Integration
Strategies for Special Needs Adolescents and Adults (3)
SCED 625 Teaching
in the Middle School (3)
SPED 513 Assistive
Technology for Students with Disabilities (3)
SPED 541 Curriculum/Methods
for Instruction for Students with Disabilities (3)
SPED 637 Mainstreaming
for the Classroom Teacher (3)
Program Exit Requirements
Students must earn the grade of A or B in REED 726
and REED 729. Each course may be repeated once, if
necessary. Students not earning an A or B in each course are dismissed
from the program.
Throughout the program, students collect key assignments, along
with the grade sheets, which become artifacts in their Program Portfolio.
At the conclusion of the REED 729 course, students
are required to present their Program Portfolio to new students
in the program. They are also required to submit a Portfolio Reflective
Essay.
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Course Descriptions
For course descriptions, see the online
catalog. (Be sure to click on "Graduate Catalog".)
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to Top NOTE: The information on this page represents
the current information available from the 2006-2007 Graduate Catalog.
Any changes in requirements made after the publication of this catalog
may not appear.
This program is available at both the main campus in Towson and
at the SMHEC in Southern Maryland. For more information on this
and other off campus offerings, please see http://wwwnew.towson.edu/coe/rset/reed/reed.html
For information on all matters related to admissions, fees, or
registration, please contact the Graduate School at 410-704-2501.
Towson University is in compliance with federal and state laws and
regulations that prohibit illegal discrimination.
The university does not discriminate on the basis of sexual orientation.
D&P 0899.27
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Program Director:
Barbara Laster
410-704-2556
blaster@towson.edu
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