Northwest Nazarene University
Master of Education in Reading Program Outcomes and
Program Outcome Indicators
Program Outcomes
Participants in the Master’s Program in Reading at Northwest Nazarene University will
demonstrate knowledge, skills, and dispositions relevant to each of the following
categories of reading instruction:
1. Knowledge Base About Reading











Current brain-based research to explain the reading process
The role of language in developing reading proficiency
The progression of reading and writing development
The progression of development of phonological skills and letter knowledge
Speech-to-print correspondence at the sound, syllable pattern, and
morphological levels
The progression in which spelling knowledge is gained, and the reciprocal
relationship between reading and spelling instruction
The connection between reading and writing
Factors that contribute to fluent reading
The role of vocabulary knowledge in reading comprehension
The cognitive processes involved in comprehension
The writing process
2. How Children Learn to Read and Why Some Fail







How people learn and develop
How teaching and classroom environment support learning
How learning theory informs teaching practice
How interactions among the learner, the classroom environment, and the
teaching/learning process produce motivation to learn and build strong
learning communities
How children learn to read and write, and why some children have difficulties
Student-centered reading and learning strategies
Scaffolding to accelerate reading progress
3. Adapting Instruction for Diverse Learners



Historical and legal background that support and explain procedures for the
instruction of English Language Learners (ELLs)
Progression of second language acquisition
How ELLs learn to read and write in a new language and how they learn
content







The role first and second language plays in developing reading proficiency
and comprehension
Reasons why some ELLs exhibit difficulties
Instructional methodology that supports a wide range of second language
learners
Sheltered instruction strategies and protocol for ELLS
How to meet the needs of diverse learners using reading and writing
Early intervention and prevention of reading difficulties
Research-based processes for helping older struggling readers become
proficient readers
4. Strategies for Research-Based Reading Instruction


Instructional methodologies that support a wide range of learners, including
those who struggle in a variety of settings
Research-based strategies for developing students’ performance in spelling
and writing
5. Organizing and Motivating for Literacy Success



Development of literacy behaviors and attitudes
Early intervention and prevention of reading difficulties
School-wide support structures for success in reading
6. Communication








Written communication to share ideas, to analyze one’s own and other’s
points of view, and to present logical arguments supported with evidence
Clear sequential writing of lesson plans and individual educational plans
Communication with students about their strengths, areas for improvement,
and approaches to achieve improvement
Communication and collaboration with professionals and paraprofessionals in
assessing student achievement and planning instruction
Communication with parents to support students’ reading, writing, and
spelling development
Collaboration with administration and school faculty to develop and monitor a
school-wide literacy plan
Reporting of data and collaboration with colleagues to use data for increased
learning among students
Collaboration with colleagues to evaluate, select, and adapt reading programs
that are based on research-based criteria
7. Instructional Planning for Gains in Reading Proficiency


Planning for explicit, research-based instruction related to phonemic
awareness, alphabetic principle, fluency, comprehension, vocabulary,
decoding, morphology, syllabication, written expression, and spelling
Planning of reading- and writing-based instruction to support learning within
content areas
8. Assessment




Various types and purposes of reading assessments
Using assessment data to guide instruction
Accountability for state standards and state assessments
An ongoing assessment system that will measure the success of students,
inform educators of additional professional development needs, and lead to
program improvement
9. Professional Commitment and Reflection







Principles of research design
Implementation and analysis of action research project in one’s school
Locating and using resources, especially online resources, to support effective
implementation of action research
Presenting findings from the action research study to an audience
Interpreting and evaluating the quality of various types of research
Selecting and adapting reading curriculum
Self-reflection for promoting professional growth and improved reading
instruction
10. Partnerships and Literacy Leadership in the Profession







Development and monitoring of a school-wide literacy plan
Reporting of data and progress of school-wide literacy plan
Role of collaboration and teamwork in developing a literacy-focused school
Principles of effective coaching and mentoring
Identification and involvement of all stakeholders to promote a successful
literacy community.
Evaluation, selection, and adaptation of reading programs based on researchbased criteria
Making appropriate applications of research to address problems within a
local setting
11. Personal Growth





Reflections related to spiritual “food for thought” during Summer Residencies
and online discussion board
Demonstrating ethical behavior in master’s program work
Interacting with cohort members and professors in respectful and
compassionate ways
In program completion questionnaire, assessing impact of NNU’s Reading
Master’s Program on one’s growth in Christ-like Character
In a follow-up survey, one year after completing the program, re-analyzing
impact of program on one’s growth in Christ-like Character