Program Overview
The Graduate Literacy Program leads to a M.Ed. degree and fulfills all of the
necessary course work requirements to receive a Reading Specialist/Consultant
certificate awarded by the Rhode Island Department of Education. The program
consists of 36 credits of coursework and a portfolio project.
The program has been designed so that students can complete all of the
requirements over the course of two academic years and two summers. All
requirements for the Master’s degree must be completed within a period of five
calendar years. To receive the degree, a student is required to maintain a “B”
average in all work.
Through their course work, students will experience working with students in
the primary, intermediate, middle/secondary grades. The program is standardsbased; having all learning experiences guided by both the IRA/NCATE
Standards for Reading Professionals and the National Technology Standards for
Teachers. It has been designed to develop knowledge, expertise and
professionalism, in the Master’s degree candidate.
Application Process
All students applying for the program must have one year of teaching
experience. Prospective students should submit a completed application,
personal statement, official undergraduate and graduate transcripts, two letters
of recommendations (one from a principal), a copy of your teaching certification,
a $55.00 application fee, and a copy of your Miller Analogy Test score to the
Graduate Education Office (Harkins Hall Room #209). After the Director
receives this information, she will contact you to schedule a personal interview.
There are no deadlines for applications, as the program uses rolling admission.
After all pieces of the application are submitted, it takes approximately two
weeks to be notified with a response.
Course Progression
The following explains the course progression that is required for this program.
Through this carefully designed sequence of courses and experiences,
graduates will be prepared to meet the literacy needs of students in elementary,
middle and secondary classrooms, as well as those of special needs
populations. The program reflects a commitment to the integration of literacy
theory, curriculum and practice with methods of research and inquiry. In
addition, participants will develop knowledge of the curriculum and leadership
skills necessary to organize and support school-wide literacy programs.
1.
2.
3.
4.
5.
EDU 765: Models and Processes of Literacy
EDU 830: Best Practices in Primary Grades
EDU 840: Best Practices in Intermediate Grades
EDU 832: Best Practices in Middle/Secondary Grades
EDU 767: Children and Adolescents’ Literature
(courses 2-5 may be taken in any order)
6. EDU 833: Seminar in Meeting the Demands of At-Risk Learners
7. EDU 763: Research in Literacy
8. EDU 834: Organization and Supervision: An Internship Experience
9. EDU 835: Literacy Clinic: Elementary
OR EDU 836: Literacy Clinic: Middle/Secondary
In addition to this course work, all candidates are required to take two
electives.
Course Descriptions
EDU 765: Models and Processes of Literacy
3 credits
A course designed to expand the student’s knowledge base regarding where the
reading field has been, is now, and might be going. This course provides the
theoretical and research foundation for sound instruction.
EDU 830: Best Practices in Primary Grades
3 credits
Emphasis in this course will be on incorporating early reading assessment,
phonemic awareness, phonics, vocabulary development, phrasing, fluency, and
comprehension into a comprehensive language arts program. Various factors
that influence learning such as classroom context, motivation, language
development and teacher-student interactions will be explored. Students will
also explore issues related to good writing instruction necessary for building a
sound writing program. A hands-on experience with a primary grade student
will be required.
EDU 840: Best Practices in Intermediate Grades
3 credits
Emphasis in this course will be on incorporating instruction in fluency,
vocabulary, word analysis and comprehension into a comprehensive language
arts program. Methods of assessment as well as scaffolding literacy experiences
for the struggling reader will also be addressed. Elements of both a process
approach and a product-skills approach to writing will be explored. A hands-on
experience with an intermediate grade student will be required.
EDU 832: Best Practices in Middle/Secondary Grades
3 credits
This course has been designed to promote understanding and expertise with
instructional strategies that relate to reading and writing in intermediate level,
middle school and secondary high school settings. This course will focus on
teaching and learning content area material with textbooks, trade books, and
electronic texts as well as teaching reading and writing to struggling adolescent
readers. Assessments appropriate for middle school/secondary students will
also be covered. A hands-on experience with a middle school/secondary
student will be required.
EDU 767: Children and Adolescents’ Literature
3 credits
This course prepares teachers to use authentic literature in the classroom, and
exposes them to both narrative and expository texts that are appropriate for
students in grades K through 12. Teachers will learn strategies to help students
evaluate, appreciate and comprehend a wide range of quality texts across and
throughout the curriculum. A hands-on experience with middle/secondary
school students will be required.
EDU 833: Seminar in Meeting the Demands of At-Risk Learners
3 credits
The challenge of making schools work for all children, regardless of learning
differences, is formidable. This seminar will address the special challenges
faced by teachers who seek effective approaches to teaching students typically
described as being “at-risk” and/or reading disabled. The seminar will be
conducted by various faculty members with recognized expertise in the fields of
learning disabilities, mental retardation, language disorders and English
language learners. Each presenter will address the following according to the
findings in their discipline: Why do children from your population find learning
to read and write more difficult than do others? How do you identify the
students’ specific area(s) of need? What effective interventions, both preventive
and acceleration, have been identified for working with this population? How
might classroom instruction be designed to better meet the needs of these atrisk learners?
EDU 763: Research in Literacy
3 credits
Students will learn how to read, interpret, and analyze qualitative and
quantitative research while surveying the historical and current perspectives of
literacy research and practice. Current issues in literacy will be emphasized.
Students will become familiar with issues of social justice and equality and the
roles they play in legislating reading. An action research proposal will be
required.
EDU 834: Organization and Supervision: An Internship Experience
3 credits
This course involves a school placement in which students will employ skills
learned in literacy course work. On-site responsibilities include working directly
with students and teachers. Students will be responsible for completing several
projects during this field experience. They will need to write an individual case
study, conduct a professional presentation or workshop, and evaluate aspects
of the literacy program. Seminars will be held throughout the semester to
provide feedback and hold discussions regarding literacy trends. Topics will
include organization and supervision of the literacy program; selection of
instructional materials; evaluation of classroom instruction, planning and
implementing staff development. Students will learn how to evaluate the literacy
learning environment, instructional resources, as well as student performance.
Placement in the field experience will include both an elementary and a
secondary grade level span.
EDU 835: Literacy Clinic: Elementary OR EDU 836: Literacy Clinic:
Middle/Secondary
6 credits
Master’s degree candidates will have the opportunity to work at one of two
clinical sites. They may choose working with elementary or middle/secondary
populations. This course prepares participants to work with students who need
more opportunities participating in reading and writing activities than the
traditional school year provides. It has been designed as a laboratory experience
intended to develop students’ abilities to translate theory into practice. Each
clinic will focus on the developmental needs, instruction and assessments
appropriate for the age/grade level of the participating students. This choice of
clinical opportunity will give Master’s degree candidates further in-depth
experience with a population for whom they wish to concentrate.
Registration Process
All students accepted in the program will be able to pre-register for core literacy
courses. Course offerings and registration information will be mailed to all
students before the start of each semester. It should be noted that students are
required to register for their own elective courses via the Internet
(http://bannerweb.providence.edu) or the Graduate Education Office (Harkins
Hall Room #209 (865-2247)). Payment must be made at time of registration (as
soon as possible), or students will not be officially registered. Each 3 credit
graduate course is $816.00.