Masters of Education — Reading Education

Overview

The purpose of a Master's of Education in Reading is to educate reading professionals who have an in-depth knowledge of reading theories, processes, strategies, curriculum, and research and who can use that knowledge to plan appropriate reading programs and curricula for a variety of contexts, and communicate information to a wide variety of audiences.

Graduates of the Master's of Education in Reading program will demonstrate:

• An understanding of reading as the process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation.
• Knowledge of the influence of cultural, ethnic, and linguistic backgrounds on the reading process and how to use what the reader brings to the reading experience.
• An understanding of relationships among the language processes of reading, writing, listening, and speaking.
• Support for students in acquiring the ability to monitor comprehension and reading processes and apply appropriate strategies for a variety of purposes.
• Knowledge of assessments that involve multiple indicators of learner progress.
• Development of an environment that motivates students to pursue and respond to reading and writing for personal growth and development.
• Classroom-based research in reading.
• Expertise in sharing knowledge of reading research and instructional practices with peers.

Admission Requirements

• Baccalaureate degree from a regionally accredited institution
• Admission to the Clemson Graduate School
  
  • Meet all requirements of the Graduate School
  • Copy of valid teaching certificate
  • Statement of purpose (addressing professional goals and philosophy of teaching)
  • Competitive GRE scores

Program Requirements

Degree requirements
36 semester hours and successful completion of electronic portfolio

The Master of Education in Reading offers 5 plans for completion of course requirements:
I. Reading Teacher & Reading Consultant certifications + additional literacy coursework
II. Reading Teacher & Reading Consultant certifications + Reading Recovery Training (prerequisites: 3 years teaching experience and district support)
III. Reading Teacher, Reading Consultant & Reading Coordinator/Director certifications
IV. Early Literacy Emphasis: Reading Teacher & Reading Consultant certifications
V. Reading Teacher, Reading Consultant certifications and ESOL emphasis

Core Courses (required in all five plans)

READ 860* Reading Instruction in the Elementary School 3 hours
READ 861 Fundamentals of Basic Reading 3 hours
READ 862 Clinical Research in Reading 3 hours
READ 863 Organizing and Supervising Reading Programs 3 hours
READ 864 Teaching Secondary School Reading 3 hours
READ 865 Evaluation & Remediation of Reading Problems 3 hours
READ 866 Practicum in Reading (Prerequisite: READ 865) 3 hours
EDF 702 Advanced Educational Psychology 3 hours
EDF 808 Educational Tests and Measurements 3 hours

*If completed at the undergraduate level, consult advisor for course substitution.
* READ 860 or its undergraduate equivalent is a prerequisite for Plan V.

Plan I. Reading Teacher & Reading Consultant

Three (3) additional reading/language arts courses from suggested course list 9 hours

Plan II. Reading Recovery Teacher, Reading Teacher & Reading Consultant

READ 880 Reading Recovery Teacher I (taken concurrently with READ 882) 3 hours
READ 881 Reading Recovery Teacher II (taken concurrently with READ 883) 3 hours
One (1) additional reading/language arts course from suggested course list 3 hours

Plan III. Reading Teacher, Reading Consultant & Reading Coordinator/Director

One (1) of the following curriculum courses: 3 hours
ED 760 Curriculum Development in the Elementary School
ED 765 Secondary School Curriculum
ED EL 937 Designing Elementary Curriculum***

One (1) of the following Educational Leadership courses: 3 hours
EDL 700 Public School Administration****
EDL 705 The Principalship
EDL 710 Organizational Theory for School Administrators****
EDL 720 School Personnel Administration
EDL 730 Techniques in Supervision
EDL 735 Educational Evaluation

One (1) of the following Counseling courses: 3 hours
EDC 801 Foundations of Counseling in the Elementary School
EDC 811 Multicultural Counseling
EDC 812 Career Counseling

***Permission of instructor required for ED EL 937 course registration.
****Certification approved courses still needing EDL approval. Currently not available for enrollment.

Plan IV. Early Literacy Emphasis with Reading Teacher & Reading Consultant Certifications

Three (3) of the following Early Literacy courses: 9 hours
READ 870 Early Literacy: Strategic Reading & Writing Instruction
READ 871 Literacy Across the Curriculum
READ 872 Guided Reading & Guided Writing
READ 873 Models for Balanced Literacy

Plan V. Reading Teacher, Reading Consultant Certifications and ESOL Emphasis

READ 870 Early Literacy: Strategic Reading & Writing Instruction 3 hours
READ 874 Principles and Strategies for Teaching ESOL 3 hours
READ 823 Teaching Individuals with Disabilities in Integrated Settings 3 hours
READ 839 Introduction to Linguistics 3 hours

Suggested course list for additional expertise in reading/language arts and related areas

READ 867 Middle School Reading
READ 868 Using Literature & Technology for Reading Instruction
READ 869 An Integrated Approach to Reading and Writing
READ 870 Early Literacy: Strategic Reading & Writing Instruction
READ 871 Literacy Across the Curriculum
READ 872 Guided Reading & Guided Writing
READ 873 Models for Balanced Literacy
READ 874 Principles and Strategies for Teaching ESOL
READ 882 Reading Recovery Practicum I (taken concurrently with READ 880)
READ 883 Reading Recovery Practicum II (taken concurrently with READ 881)
ED F 778 Experimental and Nonexperimental Research Methods in Education I
ED F 880 Instructional Technology in the Elementary and Middle School
ED SP 820 Language Arts Instruction for Individuals with Disabilities
ENGL 700 Children's Literature for Teacher

One of the following courses
ED 837 Teacher as Learner During the National Board Certification Process
ED 838 Teacher as Reflective Practitioner and National Board Certification

Additional Information

Program Information (pdf)

Contact Information

Pamela Dunston
Tillman 400-B
(864) 656-5120
pdunsto@clemson.edu