VCU Bulletins

Reading, Master of Education (M.Ed.)

Christenbury, Dr. Leila
Chair, Department of Teaching and Learning
lchriste@vcu.edu
(804) 828-1305

Admission requirements summary

Reading, Master of Education (M.Ed.)
Degree:

M.Ed.
Semester(s)
of entry:

Fall
Spring
Summer
Deadline
dates:

Mar 15
Nov 1
Mar 15
Test
requirements:

GRE or MAT

The Master of Education in Reading program with a K-12 reading specialist concentration is designed to provide experienced teachers who are prospective reading specialists with a program of sequential and integrated experiences in areas of the reading curriculum ranging from preschool to adult levels. Students will gain an understanding of the developmental and diagnostic processes involved in teaching reading and the language arts and will become familiar with the resource and supervisory functions, that are part of the specialist role. Prior to graduation, students must complete a reading portfolio documenting their work in the program and related work experiences and pass the Virginia Reading Assessment. The M.Ed. in Reading is an approved program (K-12) for students who meet Virginia State Department of Education requirements. The reading specialist endorsement also requires completion of three years of teaching in a reading-related field.

A cooperative agreement has been established with Virginia State University to permit selected, qualified students to complete the M.Ed. in Reading program. Up to 12 credit hours from an approved list may be transferred from the cooperating institution. Interested students should contact the Department of Teaching and Learning.

Student learning outcomes

  1. Demonstrate content knowledge in reading education. Candidates demonstrate content knowledge in reading education as evidenced by the Reading for Virginia Educators/Virginia Reading Assessment scores and Philosophy of Reading Paper.
  2. Effectively plan instruction. Candidates demonstrate that they can effectively plan reading and literacy instruction or fulfill other professional responsibilities in reading education as evidenced by the Organizing and Implementing Reading Programs assessment.
  3. Effectively apply knowledge, skills and dispositions. Candidates demonstrate that knowledge, skills and dispositions are applied effectively in practice as evidenced by the internship evaluation.
  4. Effect on student learning. Candidates demonstrate effects on student learning and provision of supportive learning environments for student learning as evidenced by the Internship Progress Report.
  5. Candidates demonstrate IRA standards proficiency. Candidates further demonstrate proficiency on IRA competencies as evidenced by the Portfolio assessment and the Externship Action Research Report and Presentation assessment.
  Credits
Foundations core 9
Research
EDUS 660 Research Methods in Education
     
Human development and learning (choose one)  
  EDUS 602 Adolescent Growth and Development  
  EDUS 603 Seminar in Child Growth and Development  
  EDUS 604 Adult Development  
  EDUS 607 Advanced Educational Psychology  
  EDUS 609 Learning Theories in Education  
     
Cultural, historical and philosophical (choose one)  
  EDUS 601 Philosophy of Education  
  EDUS 608 History of Western Education  
  EDUS 610 Social Foundations of Education  
  EDUS 612 Education and the World’s Future  
  EDUS 614 Contemporary Educational Thought  
  EDUS 673 Seminar on Educational Issues, Ethics and Policy  
     
Program core 18
   
  READ 600 Analysis and Correction of Reading Problems
  READ 605 Organizing and Implementing Reading Programs
  READ 672 Internship
  READ 700 Externship
  TEDU 561 Reading Foundations: Sociological/Psychological Perspectives*
  TEDU 562 Reading Instruction in the Content Areas*
   
Restricted selectives 6
  READ 601 Psycholinguistics and Language Arts Curriculum
  READ 602 Literacy for Adults
  TEDU 525 Teaching Language Arts
  TEDU 526 Word Study
  TEDU/ENGL 528 Children’s Literature II  
  TEDU 549 Diagnostic Reading in the Secondary School  
  TEDU/ENGL/LING 552 Teaching English as a Second Language*  
     
(Note: Students’ advisers may designate an alternate 3-credit course elective as a substitute for one of the restricted selectives above.)

*These courses may also count as part of the ESL endorsement.

TESOL concentration in the M.Ed. in Reading

K-12 track

Students who already have their K-12 initial licensure and want to pursue an endorsement in teaching English as a second language in the K-12 setting may do so in the K-12 track of the TESOL concentration in the M.Ed. in Reading. The following are prerequisites to the track: LING/ENGL 390 and 6 credits of foreign language. Students who pursue this track will not be endorsed as a K-12 reading specialist. Students interested in pursuing both endorsements must take the following 9 credit hours in addition to the ones listed below: READ 600, READ 605 and READ 700.


Foundations core
9
Research
EDUS 660 Research Methods in Education
   
Human development and learning (choose one)
  EDUS 602 Adolescent Growth and Development
  EDUS 603 Seminar in Child Growth and Development
  EDUS 607 Advanced Educational Psychology for Elementary Teachers
  EDUS 609 Learning and Motivation in Education
   
Cultural, historical and philosophical (choose one)
  EDUS 601 Philosophy of Education
  EDUS 608 History of Western Education
  EDUS 610 Social Foundations of Education
  EDUS 612 Education and the World’s Future
  EDUS 614 Contemporary Educational Thought
  EDUS 673 Seminar on Educational Issues, Ethics and Policy
   
Program core 24
  ENGL/LING 532 Applied English Linguistics
  READ 672 Internship  
  TEDU 552 Teaching English as a Second Language  
  TEDU 561 Reading Foundations: Sociological/Psychological Perspectives*
  TEDU 562 Reading Instruction in the Content Areas*  
  TEDU 575 Intercultural Communication
  TEDU/LING 650 Second Language Acquisition  
  TEDU 681 Investigations and Trends in Teaching  

*These courses may also count as part of the ESL endorsement.

Adult track

Students who are interested in teaching English as a second language to adults may develop their knowledge and skills in the adult track of the TESOL concentration in the M.Ed. in Reading. Those who are interested in pursuing an endorsement in teaching English as a second language in the adult setting must already have their K-12 initial licensure and adult education endorsement. The following are prerequisites to the track: LING/ENGL 390 and 6 credits of foreign language. Students who pursue this track will not be endorsed as a K-12 reading specialist.

Foundations core 9
Research
EDUS 660 Research Methods in Education
   
Human development and learning
  ADLT 601 Adult Learning and Development
 
Cultural, historical and philosophical (choose one)
  EDUS 601 Philosophy of Education
  EDUS 608 History of Western Education
  EDUS 610 Social Foundations of Education
  EDUS 612 Education and the World’s Future
  EDUS 614 Contemporary Educational Thought
  EDUS 673 Seminar on Educational Issues, Ethics and Policy
   
Program core 24
  ADLT 608 Adult Education Practicum
  ENGL/LING 532 Applied English Linguistics
  READ 602 Literacy for Adults
  TEDU 552 Teaching English as a Second Language
  TEDU 561 Reading Foundations: Sociological/Psychological Perspectives
  TEDU 575 Intercultural Communication
  TEDU 650 Second Language Acquisition
  TEDU 681 Investigations and Trends in Teaching  

*This course may also count as part of the ESL endorsement.

 

 

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Last update: 9/6/2013

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