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The online Graduate Certificate in Reading Education requires the completion of 6 courses, each of which are worth 3 credits:
It is the purpose of this course to introduce students to the foundations of the reading process, developmental levels, theory, models, and procedures at the emergent, elementary, and secondary levels. Elements of cultural, linguistic and ethnic diversity that affect the reading process are included. Students work with research related to the reading process, remediation and assessment.
The course focuses on the literacy development, research, and effective teaching practices that support emerging bilinguals (EBs) and additive bilinguals becoming literate in PK–Grade 12 and adult academic settings. We examine how learning to read, write, speak and view in a new language are similar and/or dissimilar from these dimensions in a first language. Cognitive, sociocultural, linguistic and educational perspectives are investigated as part of this examination. Specific examples of challenges that exist for students as they learn to communicate in English are shared and problem-solved. Ways to connect students’ home languages, background literacy knowledge and development are also explored. The course examines the essential components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary development and comprehension. As each component is studied, implications for literacy development with EBs are highlighted.
A study of emergent literacy through the beginning stages of literacy development. Course content focuses on the history, theory and research that supports instructional reading practices for children pre-kindergarten through grade 2.
A study of the characteristics and multiple causes of reading and writing difficulties, principles and procedures for diagnosing and remediating reading difficulties, how to provide individual and group intervention strategies, communicate diagnostic information and gain awareness of the impact of research on instructional decision-making for students with reading difficulties.
It is the purpose of this course to examine research, theory and practice in reading comprehension. Emphasis is placed on the application of strategies for various text types (expository, narrative, persuasive and technical) for teaching reading comprehension and study skills across content areas in the K-12 classrooms.
A study of the research base on writing, spelling, speaking and listening for teaching the language arts; an overview of development in writing and spelling, the writing and spelling processes and instruction, and strategies for integrating the language arts.
According to the Centers for Disease Control and Prevention, bullying is a widespread problem in the United States. The CDC’s Youth Risk Behavior Survey for 2013 found that 19.6 percent of students in grades 9 to 12 reported feeling bullied on school property, and 14.8 percent of students report...Continue Reading...