On this page:

• Program Goals
• Program Objectives
• Program of Study
• Reading Courses for Recertification

Program Goals

Each professional candidate, as an instructional decision-maker, will:

• Possess knowledge and beliefs about reading that are grounded in the language arts.
• Extend theory and research into actual instructional practice through a continuous assessment-instruction model.
• Design, implement, and evaluate effective reading initiatives.
• Become a reflective practitioner.

Program Objectives

Designed to meet the four broad goals above, the program’s core objectives have been refined to align with the International Reading Association Professional Standards (2003).  The International Reading Association standards are the established benchmarks in the field, therefore the five Core Program Objectives are derived directly from Standards for Reading Professionals, Revised 2003.

• Candidates have knowledge of the foundations of reading and writing processes and instruction.
• Candidates utilize a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. 
• Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
• Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments.
• Candidates view professional development as a career-long effort and responsibility.

Program of Study (Revised, Effective Fall 2006)

For a detailed description of these course please download the Graduate Catalog. Any new courses can be found in the Revised Course Descriptions - Fall 2006 (pdf).

Phase I:  Foundational Knowledge (12 credits)
RDS:  540     Early Literacy Foundations
RDS:  542     Comprehensive Literacy Instruction
RDG: 532      Reading in the Content Areas, Part I
                      Elective One (listed below)   

Phase II:  Diagnostic Teaching and Research Practices (15 credits)
RDS:  544     Early Literacy Intervention
RDS:  546     Diagnostic Assessment and Instruction
RDS:  548     Diagnostic Assessment and Instruction, Advanced
EDU:  550     Introduction to Research Methodology
Elective Two (listed below)

Phase III:  Literacy Leadership and Professional Development (09 credits)
RDS:  552     Reading Specialist Practicum (06 credits)
RDS:  554     Literacy Leadership for Reading Professionals

Recommended Electives:  Two reading-related courses (06 credits)
RDG: 524     Materials for Reading Instruction
RDG: 530     Integrated Language Arts Instruction
RDG: 533     Mentoring Young Writers
RDG: 534     Reading in the Content Areas, Part II
RDG: 536     Using Technology in the Reading-Writing Classroom (Online)

Reading Courses Approved for Recertification (MSDE)

Students who are not interested in pursuing a Master’s degree for Reading Specialists but need to complete coursework in reading for Maryland recertification requirements may select from the following courses, which have been approved by the Maryland State Department of Education.

Early Childhood, Elementary, and Special Education (12 credits)
RDG: 521     Reading Processes and Acquisition (FALL Semester)
RDG: 522     Balanced Literacy Instruction (FALL Semester)
RDG: 523     Assessment for Reading Instruction (SPRING Semester)
RDG: 524     Materials for Reading Instruction (SPRING/SUMMER)

Secondary Content Areas, Special Education, K-12
RDG: 532     Reading in the Content Areas, Part I
RDG: 534     Reading in the Content Areas, Part II