Graduate Program Survey
Master of Arts in Reading
Spring 2010
We are asking you to help the School of Education improve our Master’s in Reading by completing the
following survey. This data will be used to improve course offerings and teaching strategies. At the
end of the survey, you will find a place to write comments and to provide demographic data that can
be used to help to make programmatic improvements. This survey can be returned through e-mail to
Dr. Gary Stewart at stewartg@apsu.edu. Rate how well you were prepared in the following areas.
Rate each item on a 3-point scale with 3 = Very Prepared, 2 = Prepared, 1 – Not Well Prepared
Item
1. I teach reading as a process.
2. I can identify the nature and multiple causes of reading
and writing difficulties
3. I understanding the importance of literacy for personal
and social growth
4. I recognize that literacy can be a means for
transmitting moral and cultural values
5. I recognize that reading is 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
6. I know major theories of language development,
cognition, and learning
7. I recognize the impact of physical, perceptual,
emotional, social, cultural, environmental, and
intellectual factors on learning, language development,
and reading acquisition
8. I demonstrate an understanding that written language
is a symbolic system
9. I know relevant reading research from general
education and how it has influenced literacy education
10. I teach classic and contemporary children’s and young
adults’ literature, and easy-reading fiction and
nonfiction for adults, at appropriate levels
11. I recognize the importance of giving learners
opportunities in all aspects of literacy (e.g., as readers,
writers, thinkers, reactors, or responders)
Average
2.5
2
2.5
2
2
2
2
2
2
2
2.5
2.5
12. I align goals, instruction, and assessment
13. I am aware of the interrelation of language and literacy
acquisition
14. I demonstrate an understanding of principles of new
language acquisition
15. I demonstrate an understanding of phonemic,
morphemic, semantic, syntactic, and pragmatic systems
of language and their relation to the reading and
writing process
2
2.5
2
16. I provide opportunities for students to integrate their
use of literacy through reading, writing, listening,
speaking, viewing, and representing visually
17. I demonstrate an understanding of emergent literacy
and the experiences that support it
18. I demonstrate an understanding of the role of metacognition in reading and writing, and listening and
speaking
19. I demonstrate an understanding of how contextual
factors in the school can influence student learning and
reading (e.g., grouping procedures, school programs,
and assessment)
20. I understand the principles for diagnosing reading
difficulties
21. I can create individualized and group instructional
interventions targeted toward those students in
greatest need or at low proficiency levels
22. I show that spelling is developmental and is based on
student knowledge of the phonological system and of
the letter names, their judgments of phonetic
similarities and differences, and their ability to abstract
phonetic information from letter names
23. I can identify federal, state, and local programs
designed to help students with reading and writing
problems
24. I can create a literate environment that fosters interest
and growth in all aspects of literacy
25. I create a literate environment that fosters interest and
growth in all aspects of literacy
26. I create a literate environment that fosters interest and
growth in all aspects of literacy
2.5
2
2.5
2.5
2.5
2.5
2
2
2
2.5
2.5
3
27. I integrate language arts in all content areas
28. I use instructional and information technologies to
support literacy learning
29. I include parents as partners in the literacy
development of their children
30. teach students to monitor their own word
identification through the use of syntax, semantic, and
graphophonemic relations
31. I use phonics to teach students to use their knowledge
of letter/sound correspondence to identify sounds in
the construction of meaning
33 I provide direct instruction and model when and how to
use multiple comprehension strategies, including
retelling
34 I ensure that students can use various aspects of text to
gain comprehension, including conventions of written
English, text structure and genres, figurative language,
and inter-textual links
35 I teach students to vary reading rate according to the
purpose(s) and difficulty of the material
2
2
2.5
2.5
2
2
2
36. I teach students to draft, revise, and edit their writing
and the conventions of standard written English
needed to edit their compositions
36. I develop and conduct assessments that involve
multiple indicators of learner progress
37. I administer and use information from norm-referenced
tests, criterion-referenced tests, formal and informal
inventories, constructed response measures, portfoliobased assessments, student self-evaluations,
work/performance samples, observations, anecdotal
records, journals, and other indicators of student
progress to inform instruction and learning
38. I communicate with students about their strengths,
areas for improvement, and ways to achieve
improvement
39. I involve parents in cooperative efforts and programs to
support students’ reading and writing development and
.communicate with allied professionals and
paraprofessionals in assessing student achievement
and planning instruction
40. I supervise, coordinate, and support all services
associated with literacy programs (e.g., needs
assessment, program development, budgeting and
evaluation, and grant and proposal writing)
41. I help develop individual educational plans for students
with severe learning problems related to literacy
42. I initiate, implement, and evaluate professional
development programs and provide professional
development experiences that help emphasize the
dynamic interaction among prior knowledge,
experience, and the school context as well as among
other aspects of reading development
43. I conduct research with a range of methodologies (e.g.,
ethnographic, descriptive, experimental, or historical)
promote and facilitate teacher- and classroom-based
research
44. I provide professional development and training for
paraprofessionals observe and evaluate
paraprofessionals interacting with children and provide
feedback to them on their performance
45. I reflect on one’s practice to improve instruction and
other services to students
46. I participate in local, state, national, and international
professional organizations whose mission is the
improvement of literacy
47. I promote collegiality with other literacy professionals
through regular conversations, discussions, and
consultations about learners, literacy theory, and
assessment and instruction
Overall, how would rate your satisfaction with your
preparation in the Reading program?
2
2
2
2.5
2.5
2.5
2
2.5
2
2.5
2.5
2.5
2.5
2