Saturday, November 07, 2009

Advanced Certificate in Reading - Post Masters

Post-Masters Graduate Certificate in Reading Education (non-licensure)

The Reading/Language Arts Program at Appalachian State University is committed to supporting teachers in their efforts not only to provide the best possible reading instruction for their students but also to assume leadership roles in their school systems.  For students pursuing the Post-Masters Graduate Certificate (non-licensure) in Reading Education, our goal is to provide an in-depth consideration of literacy research and theory as well as related instructional implications. Coursework and related experiences are designed to inspire and inform teachers who will make a difference in their classrooms, and who will assume a proactive role in decision-making related to literacy curriculum, resources, and professional development.

  • The Post-Masters Graduate Certificate (non-licensure) in Reading Education consists of six courses:
  • RE 6120. Psychological Processes in Reading/(3).S.
  • RE 6700. Historical Trends in Reading Theory and Research/(3).F.
  • RE 6568. Language and Linguistics in Reading/(3).S.
  • RE 6575. Technology and Literacy/(3).F.
  • RE 6731. Advanced Issues in Literacy and Learning/(3).S.
  • RE 6735. Severe Reading Disability/(3).F.

Total Hours = 18

 Courses are offered one per semester, with a maximum of three per year. Most are offered off campus, starting in Yadkinville, and may be provided in alternating locations (Winston-Salem, Hickory) or at a site convenient for students from both locations.

Eligibility Requirements

To be eligible to enroll in the Graduate Certificate Program in Reading Education, candidates must:

  • be enrolled and close to completion of a Masters in Reading or related degree at Appalachian State University;

or

  • have earned a Masters in Reading degree from an accredited program;

or

  • have earned a masters degree in a related field (e.g., special education, communication disorders, elementary education), with some credits in reading and language arts, from an accredited program.

Minimum Grade and GPA Requirement

The minimum grade and GPA requirements will be the same as the requirements in the Reading Masters program.

Course Descriptions

RE 6120. Psychological Processes in Reading/(3). S.

This course examines current theories of reading processes, supporting research, and implications for teaching reading. The course is approached from a cognitive psychological perspective, where the nature of mature reading is considered first, followed by consideration of developmental issues in reading. Course topics will include research on eye movements, comprehension, phonemic awareness and decoding, beginning reading, and fluency, as well as other current theoretical issues.

RE 6700. Historical Trends in Reading Theory and Research/(3). F

This course examines significant trends and developments in reading theory and research from the early 1900s up to the present.  Emphasis will be placed on three periods: 1910 -1930 which featured behavioral psychology, the development of basal readers and the first university-based reading clinics; 1955 – 1965 which featured the “Great Debate” between advocates of phonics and whole-word reading methodologies; and 1975-1995 which ushered in cognitive theories of reading and two competing psycholinguistic explanations of the reading process.  Throughout the course, connections will be drawn between predominant reading theories and their effects on classroom reading materials and instructional methods.

RE 6568. Language and Linguistics in Reading/(3). S

This course examines language acquisition and language structure from both theoretical and practical perspectives. Students will learn about cognitive, social, and cultural aspects of language. Emphasis will be placed on understanding psycholinguistic and sociolinguistic perspectives; language acquisition; and components of language, including pragmatics, semantics, syntax, morphology, and phonology. Concepts of oral and written language will be explored within the context of community and classroom discourse and literacy practice.

RE 6575. Technology and Literacy/(3). F

This course provides students an opportunity to critically examine the central issues and theoretical perspectives in research on technology and literacy, with an emphasis on critically examining the educational function of communication technology, assisted technology, digital and multimedia text, and educational software. Students will study the nature of technology and literacy, related classroom implementation issues, and specialized use of technology for students with disabilities.

RE 6731. Advanced Issues in Literacy and Learning/(3). S

This course provides opportunities for students to investigate current theory and research related to specific literacy topics. The course also engages students in analyzing current literacy programs and practices to identify the theoretical orientation, research base, historical context, and political agendas that inform them. Representative topics include: comprehension, composition, classroom discourse, vocabulary, English language learners, and evolving representations of literacy and text.

RE 6735. Severe Reading Disability/(3). F

This course takes an in-depth look at the topic of severe reading disability as it is currently understood. To this end, relevant research, discussion, and practices are surveyed and studied.