The following graduate-level courses are offered in the Master of Education: Reading (M.Ed.) degree program. Graduate-level courses are numbered 500-899. Information about course offerings and programs of study is published online and in print each year in the Graduate Catalog.
REED 601 READING THEORY AND PRACTICE (3.00 units)
Theoretical foundations of reading instruction; methods and materials used in integrated literacy learning.
REED 602 TEACHING READING: THEORY AND PRACTICE (3.00 units)
Opportunity to develop an understanding of the reading process, consider competing theories of reading, learn about reading assessment and explore a range of instructional strategies and materials for integrating into K-12 classrooms. This course has some overlap with REED 601; however this course includes substantial components on reading assessment that REED 601 does not contain. This course may appear to parallel SCED 560; however this course has a broad K-12 perspective.
REED 609 READING ASSESSMENT (3.00 units)
Reading assessment using both standardized tests and informal procedures; interpretation of assessment data.
REED 621 READING DISABILITIES (3.00 units)
Etiology of reading disabilities, observation and interview procedures, standard and informal tests, report writing and instructional intervention. Prerequisite: REED 609.
REED 626 CLINIC INTERNSHIP IN READING (3.00 units)
Supervised clinical experience with clients with reading difficulties. Prerequisites: REED 601, REED 609, REED 621, REED 663, and REED 665.
REED 628 GUIDED READING (3.00 units)
Examines how to scaffold reading instruction using the process of guided reading. Includes analyzing multiple perspectives on guided reading and applying the approach to instruction with small groups of children in a clinical setting.
REED 632 WORD STUDY FOR IMPROVING LITERACY (3.00 units)
Examines the characteristics of students with language-learning disabilities, how to identify their needs for literacy improvement, and how to design and implement an individualized program for literary development.
REED 650 SOCIAL, CULTURAL, AND CURRICULAR CONTEXTS FOR SECOND LANGUAGE LEARNING (3.00
Social and cultural contexts of second language learners' lives and the different types of curricular programs for second language literacy learning. Models of literary instruction found in English for Speakers of Other Languages (ESOL), Bilingual, Dual Immersion and content area focused settings are explored. Possible relationships between language arts instructors, ESOL, and Reading Specialists are examined. May be repeated for an additional 3 units if taken as short-term study abroad course.
REED 651 INSTRUCTION AND ASSESSMENT FOR SECOND LANGUAGE LEARNERS (3.00 units)
Course participants will be invited to critically examine approaches to second language development and assessment for children congruent with recent research in second language acquisition in children. Class members will read professional literature framing second language acquisition and discuss strategies for implementing sound theoretical practice within the classroom. How to provide appropriate instruction based on informal and formal assessment results for K-12 English Language Learners will be major focus of the this course.
REED 652 INTRODUCTION TO LINGUISTICS FOR TEACHERS OF LANGUAGE AND LITERACY (3.00 units)
Introduction to the basic principles and concepts of the study of language and it relevancy to teachers of language and literacy. Students will develop foundational knowledge in the areas of grammatical competence (phonology, morphology, syntax, semantic, pragmatics), spoken and written discourse, language variation, first and second language acquisition, and language processing. The course will equip students to use linguistic analysis to conduct inquiries that address issues or concerns about the use, development, assessment and/or teaching of language and literacy in classrooms or other educational settings.
REED 660 INTEGRATING TECHNOLOGY IN LITERACY INSTRUCTION (3.00 units)
A course designed to help teachers develop technology-based reading instruction. Emphasis on designing reading segments on phonemic awareness, vocabulary development, comprehension and writing, using presentation, graphics, and multimedia authoring software.
REED 663 STRATEGIC USE OF MATERIALS (3.00 units)
Theories underlying literature-based instruction examined; recent research evaluated, instructional techniques introduced, modeled, and applied; materials for instruction cooperatively developed; and criteria for literature selection established.
REED 665 TEACHING READING AND WRITING IN THE CONTENT AREAS K-12 (3.00 units)
Examination of interrelationship of reading and writing, and their roles in instruction of content areas, K-12.
REED 670 SPECIAL TOPICS IN READING EDUCATION (3.00 units)
In-depth study of a selected topic in reading education. Specific requirements and prerequisites will vary and will be designated by the department each time a topic is scheduled. Approval by the Reading program director is required. Prerequisite: Varies according to topic.
REED 695 INDIVIDUALIZED STUDY IN READING EDUCATION (3.00 units)
Individually planned program of study, which will permit the student to engage in research and/or field studies in reading education. Approval by the Reading program director is required. Prerequisite: Varies according to areas of study.
REED 710 MULTICULTURAL LITERATURE FOR CHILDREN AND ADOLESCENTS (3.00 units)
An in depth critical examination of multicultural literature for young children and adolescents. Strategies for selecting and evaluating tests/resources will be explored considering issues of voice, worldviews, culture, rituals, language, and lifestyles.
REED 712 CRITICAL CONVERSATION: EARLY LITERACY, RESEARCH, POLICY AND PRACTICE (3.00
Critically examine current policies, research and instructional trends in early literacy instruction. Engage in personal and collaborative inquiry into important issues affecting all elementary teachers and reading professionals. Examine current professional literature, early literacy research, and key public policy documents representing a range of contrasting perspectives in the field. Prerequisites: Admission to a graduate program in education.
REED 714 ADOLESCENT LITERACY (3.00 units)
Examines critical issues that affect the literacy development and instruction of adolescents. Through readings, reflection, assessment and conversations, we will highlight multiple perspectives of how best to engage adolescents and how secondary schools can be structured to advance the reading and writing skills of adolescents.
REED 726 ADVANCED CLINIC INTERNSHIP IN READING (3.00 units)
Advanced clinical experience with clients, families and paraprofessionals. Prerequisite: REED 626.
REED 729 SEMINAR IN READING (3.00 units)
Review of theories and research in the field of reading. Prerequisites: 15 credits in reading education or consent of instructor.
REED 740 GRANT WRITING IN EDUCATION (3.00 units)
Essentials of proposal development and funding acquisition. Exploration of specific steps involved in the grant writing process via lecture, class discussion, small group work, and individual instructor consults. By the conclusion of the course, students will have successfully created an actual grant application that is ready for submission to a potential funding source.
REED 745 PROFESSIONAL DEVELOPMENT IN READING (3.00 units)
Design, implement, and evaluate experiences for the professional development of educators in the area of literacy. Explore research from various fields that influence the effectiveness of professional development in the area of literacy. Special Permit required. Prerequisite: 15 credits in reading education courses.
REED 751 LANGUAGE, LITERACY AND CULTURE (3.00 units)
Historical perspectives and current topics in the fields of linguistics, semiotics, and culture studies will inform the discussion of literacy learning in a variety of contexts.
REED 752 LITERACY THEORY AND RESEARCH (3.00 units)
Expand insights into past and current research and theory in the literacy field. Critically analyze research findings and develop a research proposal. This course is restricted to C.A.S. in Reading majors unless permission is granted by the program director and the professor.