Reading

Department: Graduate Studies

Chairperson : Cathryn Busch

Faculty: Robyn Conner-Gilbert
Sherelene Harris
Nicole Strange

Degree(s)/Certification(s):
M.S. Ed.

Content Designations:
READ

The Master of Science in Education degree in the Teaching of Reading program in the Teaching of Reading requires possession of, or eligibility for, a current State of Illinois Initial or Standard Teacher Certificate. Evidence of passing the Illinois Certification Test of Basic Skills any time since 1987 is also required for admission.

Completion of the master’s degree program in the Teaching of Reading qualifies students for the (K-12, Type 10) State of Illinois Special Certificate in Reading. Certification requires the successful completion of the Illinois Certification Tests of Basic Skills, Reading Specialist, and Assessment of Professional Teaching (Special K-12). The program in the Teaching of Reading is accredited by the International Reading Association (IRA).

Completion of the master’s program also qualifies students for an endorsement in reading if the certificate they hold when entering the program is a (K-9) elementary or (6-12) high school certificate. A reading endorsement for the middle grades may require six additional hours in middle school education, ED 5440 and PSYC 5210.

Included in the program requirements are graduate level methodology and clinical courses, a research project, and/or a thesis. Guidelines for the degree program are drawn from the International Reading Association and the Illinois State Board of Education.

With the degree in reading education, a graduate can: 1) identify students needing diagnosis and/or remediation; 2) plan and implement a program of remediation; 3) evaluate student progress; 4) interpret student needs and progress in remediation to the classroom teacher and parents; 5) plan and implement a developmental or advanced program of reading instruction, grades K-12, and 6) provide support and professional development for the classroom teacher.

A 24-hour sequence of courses leading to an endorsement in reading is also offered to students with a current State of Illinois Initial or Standard Elementary or High School Certificate. This sequence satisfies Illinois State Board of Education requirements for the Reading Teacher and Chicago Public Schools specialty area requirements in reading. A reading endorsement for the middle grades may require six additional hours in middle school education, ELCF 5440 and PSYC 5210.

Admission Requirements

Applicants intending to apply to the reading program must:

  1. fulfill the general requirements for admission to a graduate program;
  2. have a minimum GPA of 3.0 or higher in their undergraduate degree (minimum GPA of 2.75 for conditional admission);
  3. possess a current State of Illinois Initial or Standard Teacher Certificate or eligibility for an Initial or Standard Teacher Certificate;
  4. provide evidence of a passing score report on the Illinois Certification Test of Basic Skills passed anytime since 1987;
  5. have completed courses in the teaching of reading and children’s/adolescent’s literature, as pre-requisites for the program.

General Requirements

  • Students are responsible for meeting the program and College requirements in effect at the time they officially register in a program leading to advanced certification at Chicago State University, regardless of when they were admitted to the university.
  • Admission to the program is contingent upon good academic standing and acceptance by the department.
  • Graduation requirements include a minimum cumulative G.P.A. of 3.0 in all required and elective courses, successful completion of written and oral examinations, successful completion of a professional portfolio, proof of passing the Illinois Certification Test for the Reading Specialist as one of the assessments in READ 5260 and proof of passing the Illinois Certification Test of Assessment of Professional Teaching (Special K-12) as one of the assessments in READ 5250.
  • A full academic schedule of courses for graduate students is nine semester credit hours. Exceptions to this policy may be made only with the approval of the department.
  • The Graduate Reading Program requires candidates to maintain a 3.0 G.P.A. If the candidate receives a grade of “C” in any course, that course may be retaken for a higher grade. If the candidate receives a grade of “D” or “F”, that course must be retaken. According to the University policy, a graduate course may only be retaken ONE TIME. In the graduate reading program, only one course may be repeated for a better grade. Only one “C” may appear on the candidate’s final transcript. The candidate will be dismissed from the program after earning a second “C” or lower grade.
  • All master’s degree requirements must be completed within six years.

content: Candidates must abide by all College policies stated in this catalog, unless exceptions or adherence to higher expectations are contentd in program documentation.

Specific Requirements

Thesis Option / 34 credit hours

Non-Thesis Option / 32 credit hours

Required Courses for Both Options / 26 credit hours

READ 5200, 5210, 5220, 5230, 5240, 5250, 5260, 5270

Thesis Option / 8 credit hours

READ 5440, 5530, 5560

Non-Thesis Option / 6 credit hours

READ 5530, 5550

Reading Teacher Endorsement

Requirements / 24 credit hours

To be selected from each of the six required areas:

Area 1: Foundations of Reading

READ 5280**, READ 5530*

Area 2: Content Area Reading

READ 5100, READ 5240*

Area 3: Assessment and Diagnosis of Reading Problems

READ 5140, READ 5160, 5250*

Area 4: Developmental and Remedial Reading Instruction and Support

READ 5170, READ 5260*

Area 5: Developmental and Remedial Materials and Resources

READ 5180, READ 5270*

Area 6: Literature Appropriate to Students across All Grade Ranges

LIB 5002**, LIB 5240**

*decontents required course in CSU’s approved Reading Specialist Program

**decontents pre-requisite course in CSU’s approved Reading Specialist Program

Certification Testing:

Reading Specialist Certification Test #176 for the Master’s DegreeOR Reading Teacher Certification Test #177 for the Reading Teacher Endorsement.

Additional Courses required for Middle Grade Endorsement if 1st Middle Grade Endorsement

ELCF 5440, PSYC 5210

Reading (READ) Course Offerings

Note: Graduate students-at-large who wish to enroll in professional methods courses to satisfy requirements for initial teacher certification must meet College of Education requirements and have the approval of the department advisor.

5000/302 TEACHING BEGINNING READING (3)

Prerequisite: Admission to the College of Education.

Study of the concept of reading readiness and the methods, materials, and skills employed in the teaching of beginning reading.

5092/0920/092 READING CERTIFICATION REVIEW/3HRS/WK/5WKS (1)

Prerequisites: Admission to the Masters degree program in the Teaching of Reading or Reading Endorsement programs, successful completion or application pending to take the Illinois Certification Test of Basic Skills and application pending for the Reading test. A candidate must also have successfully completed a minimum of 30 hours in Reading for Field 176: Reading Specialist. Endorsement candidates must show proof of a valid teaching certificate and must have successfully completed a minimum of 24 hours in Reading for Field 177: Reading Teacher.

A review of best practices of reading strategies, assessment techniques, theoretical concepts of reading comprehension and writing processes, and pedagogical issues in literacy/reading instructional practices. Also a review of linguistic and cognitive theories, current research in the field of reading and curriculum development for all grade levels. May not be counted for degree credit.

5100/306 CONTENT READING FOR MIDDLE AND SECONDARY SCHOOL TEACHERS /3/ (2)

Prerequisite: Admission to the College of Education.

Strategies for teaching content area reading, exploring instruction with a focus on middle and secondary grade learners. Practice incorporating content knowledge with principles of effective lesson planning and instruction.

5140/330 READING DIAGNOSIS AND REMEDIATION FOR THE CLASSROOM TEACHER (3)

Provides an overview of reading and reading problems. Examines factors associated with reading disability. Candidates give both formal and informal assessments. Assessment linked to instructional and intervention strategies. Clinical Practices adapted for classroom use. Credit will be given for only one of the following: READ 5140 or READ 5160.

5150/365 FOUNDATIONS OF TEACHING READING TO DIVERSE POPULATIONS (3)

Examination of the special linguistic and other cultural factors that affect the teaching of reading to diverse populations. Research-based methods, strategies and materials will be compared and contrasted. Assessment practices will be evaluated as to their appropriateness for this specialized group of readers. Literature that reflects the language and culture of diverse populations and non-fiction works that celebrate the accomplishments of persons of similar backgrounds will be examined.

5160/370 READING ASSESSMENT FOR CLASSROOM TEACHERS (3)

Prerequisite: READ 3700 or BIL 5150; READ 5280 or READ 5291; and admission to the College of Education.

Outcomes-based assessment, reading assessments, and instructional implications of assessments are studied. Administration and interpretation of selected assessment instruments. Writing intensive course. Credit will not be given for both READ 300 and READ 5160/.

5170/378 CLINICAL PRACTICE: READING INSTRUCTION (3) 

Prerequisite: READ 5160.

A clinical practicum in which students assess reading deficiencies and implement appropriate remediation activities in a school setting. Six weeks of individual tutoring required.

5180/395 MATERIALS IN READING (3)

Published reading and audiovisual materials analyzed and developed for use in teaching reading.

5200/361 LANGUAGE AND READING (3)

Includes the study of the linguistic and cognitive theories and research that are bases for current directions in reading instruction and material design.

5210/403 ESSENTIAL READINGS IN LITERACY (3)

Prerequisite: Admission to program/consent of the department.

Course examines: current theory and research of literacy as they relate to the development and implementation of integrated literacy curricula; sociocultural and socio-political issues of literacy learning, and the history of literacy practices and instruction.

5220/404 COMPREHENDING WRITTEN LANGUAGE: THEORY AND RESEARCH (3)

Prerequisite: Admission to program/consent of the department.

Course examines connection between theoretical concepts of reading comprehension and writing processes. Strategies of Comprehending and Composing text are explored. Credit not given for both READ 5220 and 410.

5230/405 BEST PRACTICES IN EMERGENT LITERACY (3)

Prerequisite: Admission to program/consent of the department.

Examines theoretical, research, and pedagogical issues of emergent literacy learning practices. Draws parallels between reading and writing development; explores effects of home and cultural environments on literacy development and the relationship between socio-cognitive development and literacy learning. A variety of literature genres will be explored.

5240/406 BEST PRACTICES IN CONTENT AREA READING/FIELD (3)

Prerequisite: Admission to program/consent of the department.

This course examines the theory behind successful strategies for dealing with content area texts. The course focuses on how readers/learners process content materials. Credit not given for READ 408 and 5240. Twenty clock hours of tutoring required for students who are not certified teachers.

5250/412 CLINICAL PRACTICES I: ASSESSMENT OF READING DISABILITIES /6/ FIELD (4)

Prerequisite: Consent of the department

A comprehensive study and practice of formal and informal assessment techniques, theory, research and teaching strategies relative to reading disabilities. Thirty-five clock hours of testing per term. Credit not given for READ 401 and READ 5250.

5260/413 CLINICAL PRACTICES II: REMEDIATION STRATEGIES /6/ FIELD (4)

Prerequisites: Reading 5250 and consent of the department

Design and implementation of individual remedial programs for elementary and high school students based on assessment results. Sixty-five clock hours of teaching and testing per term. Credit not given for both READ 402 and READ 5260.

5270/424 CURRICULUM AND SUPERVISION IN READING (3)

Problems of supervision in school organization, reading curriculum development, and reading objectives at all grade levels.

5280/308 TEACHING READING IN THE ELEMENTARY SCHOOL/5/FIELD (4)

Prerequisites: Admission to the College of Education; completion of natural sciences requirement; ELED 3010 or BIL 2000, and READ 3700 or BIL 5150.

Research based practices in teaching reading in the elementary classroom (K-8). Examination of a variety of methods and materials for teaching reading and developing literacy. Emphasis placed on theoretical foundations for reading strategies, differentiated instruction, classroom set-up, and management of the literacy block. 5 hours of tutoring for non-degree seeking certification candidates and for master’s degree candidates admitted to the Elementary Education program Fall 2009 and thereafter. Twenty hours of tutoring for master’s degree candidates admitted to the Elementary Education program prior to Fall 2009. Credit will be given for only one of the following: READ 5280, ELED 208, ELED 5180, or MIDS 5170 or READ 5291.

5290/303 READING INSTRUCTION IN THE ELEMENTARY SCHOOL (3)

Prerequisite: Admission to the College of Education.

Knowledge of reading and language acquisition and processes; current instructional practices and materials (grades 1 through 8).

5291/350 TEACHING READING IN THE MIDDLE SCHOOL/5/FIELD (4)

Prerequisites: Admission to the College of Education: READ 3700 or BIL 5150; Completion of one of the following: ELCF 5440; ELED 3010 or BIL 2000.

Techniques, methods, and content for teaching reading in middle school settings. Emphasis will be placed in integrating reading into content areas. Credit will be given for only one of the following: READ 5291, MIDS 5170; ELED 309.

5300/310 WORKSHOP IN READING INSTRUCTION (1-3)

Prerequisite: Admission to the College of Education.

Provides preservice and inservice teachers with knowledge of methods of reading instruction in three areas: word recognition, vocabulary, and comprehension. Each area is one credit hour. Students may register for one, two, or three credit hours.

5310/390 BEST PRACTICES IN MIDDLE SCHOOL READING (3)

Prerequisite: Valid State of Illinois Teaching Certificate.

Middle school philosophy and specific reading practices geared to the middle school learner. Emphasis is on best practices in instructional planning and preparation, interactive learning strategies and assessment.

5440/444 PRE-THESIS SEMINAR (2)

Prerequisite: Restricted to master’s degree candidates; Read 5530.

Explore areas of research such as the relationship of reading to culture, cognition, language, psychology, sociology and method of instruction. Students will identify a problem and design a research project to examine the problem as it relates to reading.

5530/453 THEORIES AND FOUNDATIONS OF READING INSTRUCTION RESEARCH (3)

Prerequisites: Restricted to master’s degree candidates with 15 hours of coursework in the Reading Master’s Degree program or consent of the department.

Theoretical course dealing with principles of educational research. The course examines seminal research in areas of reading instruction, including models of reading acquisition.

5550/455 SEMINAR IN READING (3)

Prerequisites: Completion of all required courses for the Master’s degree in the Teaching of Reading.

Problems in reading based on research in areas of culture, cognition, learning, language, physiology, and sociology. The designing of a research project for the Master’s degree. Credit not given for READ 454 and READ 5550.

5560/456 MASTER’S THESIS/PROJECT (3)

Prerequisite: Completion of READ 5440 and all required courses for the master’s degree in the Teaching of Reading.

Writing of thesis or project for the master’s degree in the Teaching of Reading.