This program is offered as an evening cohort that may be taken on a full-time or part-time basis. Students wishing to complete this program on a full-time basis will work through four (4) or five (5) consecutive semesters for a total of 36 or 45 credit hours depending on which track is chosen. Classes begin at 6 p.m. with cohorts beginning in the fall, spring and summer semesters. When participating in the reading practicum, students will meet twice per week. Times will vary.

Option 1: MS Ed. in Literacy
(B-6 and 5-12)
Option 2: MS Ed. in Literacy
(B -6)
Option 3: MS Ed. in Literacy (5-12)
Semester I

Session I:
EDL 580 Methodologies in the Reading Processes (3)
 
EDL 581 Early Language Development and Literacy (3)

Session II:
EDL 582 Word Study: Early Childhood through Adolescence (3)

Session I:
EDL 580 Methodologies in the Reading Processes (3)
 
EDL 581 Early Language Development and Literacy (3)

Session II:
EDL 582 Word Study: Early Childhood through Adolescence (3)

Session I:
EDL 580 Methodologies in the Reading Processes (3)

Session II:
EDL 582 Word Study: Early Childhood through Adolescence (3)
 
EDL 583 Creating Strategic Readers and Writers (3)

Semester II

Session I:
EDL 651 Assessment I: Diagnosis and Remediation of Emergent and Early Readers (3)
 
EDL 584 Teaching Writing through the Developmental Process (3)

Session II:
EDL 583 Creating Strategic Readers and Writers (3)

Session I:
EDL 651 Assessment I: Diagnosis and Remediation of Emergent and Early Readers (3)
 
EDL 584 Teaching Writing through the Developmental Process (3)

Session II:
EDL 583 Creating Strategic Readers and Writers (3)

Session I:
EDL 652 Assessment II: Diagnosis and Remediation of Early and Transitional Readers (3)
 
EDL 584 Teaching Writing through the Developmental Process (3)

Session II:
EDL 575 Literacy Development for English Language Learners

Semester III

Session I:
EDL 652 Assessment II: Diagnosis and Remediation of Early and Transitional Readers (3)

Session II:
EDL 575 Literacy Development for English Language Learners

Full Semester:
EDL 671 Practicum I: Early Intervention (3)

Session I:
EDL 652 Assessment II: Diagnosis and Remediation of Early and Transitional Readers (3)

Session II:
EDL 575 Literacy Development for English Language Learners

Full Semester:
EDL 671 Practicum I: Early Intervention (3)

Session I:
EDL 653 Assessment III: Diagnosis and Remediation of the Adolescent Reader (3)

Session II:
EDL 690 Leadership in Literacy (3)

Full Semester:
EDL 676 Practicum II: Elementary (3)

Semester IV

Session I:
EDL 653 Assessment III: Diagnosis and Remediation of the Adolescent Reader (3)

Session II:
EDL 690 Leadership in Literacy (3)

Full Semester:
EDL 676 Practicum II: Elementary (3)

ESP 608 Assessment of Students with Disabilities at the Childhood and Middle Childhood Levels (3)

 

Session II:
EDL 690 Leadership in Literacy (3)

Full Semester:
EDL 676 Practicum II: Elementary (3)

Session I:
ESP 608 Assessment of Students with Disabilities at the Childhood & Middle Childhood Levels (3)

Session II:
EDL 585 Adolescent Literacy: Transacting with Literature (3)

Full Semester:
EDL 681 Practicum III: Adolescent (3)

Semester V  

Session I:
ESP 608 Assessment of Students with Disabilities at the Childhood and Middle Childhood Levels (3)

Session II:
EDL 585 Adolescent Literacy: Transacting with Literature (3))

Full Semester:
EDL 681 Practicum III: Adolescent (3)

 

 

Course Descriptions

EDL 580 Methodologies in the Reading Processes
Students will expand their knowledge of the complex processing systems used by proficient readers from early childhood through adolescence. Theories and research on the foundations of literacy will be explored and related to the major components of reading. Students will learn to use a wide range of research-based instructional approaches and methods to support various stages of literacy development and learners from a variety of cultural and linguistic backgrounds. High quality, diverse children's literature will be examined. Students will also learn to be reflective practitioners. The use of technology and the New York State English Language Arts curriculum will be integrated into the course.
 
EDL 581 Early Language Development and Literacy
This course explores research and current understandings of the development of language and literacy in young children from birth through preschool. Students will study extensively oral language and its implication as the foundation for literacy. Through developmentally appropriate practices and balanced literacy, students will learn effective ways to support and scaffold language and literacy skills and will be introduced to high quality, diverse children's literature. Students will work to develop the critical understanding that assessment drives instruction. Personal learning styles, family involvement and cultural contexts are considered as influences on literacy development of the young child. The use of technology and reflective practice will be integrated into instruction and the New York State English Language Arts Standards will be explored.
 
EDL 582 Word Study: Early Childhood through Adolescence
This course will explore the research related to current best practices in word study that includes phonemic awareness, phonics, and spelling instruction from early childhood through adolescence. Students will learn about the role of word recognition in the progression of reading and writing skills from preemergence through fluency and will include the investigation of the five stages of word knowledge. Using the conceptual framework of a balanced literacy program, students will learn to plan instruction that matches the needs of the diverse body of readers/writers in the classroom. The use of technology and reflective practice will be integrated into instruction and the New York State English Language Arts Standards will be explored.
 
EDL 583 Creating Strategic Readers and Writers
This course will explore the research related to current best practices in vocabulary and comprehension strategy instruction. Students will examine the thinking processes which are integral to navigating and understanding increasingly complex text for readers at all stages of development. They will learn to create classrooms where instructional approaches are used to encourage the independent use of these strategies. Students will also demonstrate the ability to design materials to enhance vocabulary, comprehension, and study skills in the content areas to support various stages of literacy development and learners from a variety of cultural and linguistic backgrounds. The use of reflective practice, technology and the New York State English Language Arts curriculum will be integrated.
 
EDL 584 Teaching Writing through the Developmental Process
This course will explore the research related to the writing process and best practices in writing instruction. Students will identify the stages of writing development and design various methods of instruction including interactive, shared/modeled, guided, and independent writing within various genres and content areas. High-quality, diverse children's and young adult literature will be explored. Through their investigations, students also will recognize and accommodate learners of all stages of development and backgrounds from early childhood through adolescence. The use of reflective practice, technology and the New York State English Language Arts curriculum will be integrated.
 
EDL 585 Adolescent Literacy: Transacting with Literature
This course will explore theories, research based practices, curricula and content of instruction for adolescent learners. Students will explore research regarding effective literature and content based curriculum. Emphasis is on strategies for the integration of language, writing, literature, content, and higher level thinking skills. Integration of technology, diversity for learners, reflective practices, and the New York State English Language Arts curriculum will be included.
 
EDL 651 Assessment I: Diagnosis and Remediation of Emergent to Early Readers
This course is designed to investigate current practices and methods of the diagnosis and remediation of literacy skills for the Emergent to Early readers. Students will explore the philosophy and research relating to assessment. Students will demonstrate an understanding of utilizing assessment tools to identify students' strengths and weaknesses as well as the methods for targeted instruction to meet the needs of a diverse body of learners including those in special education or other compensatory programs. Participants will demonstrate in practice the nature, causes, and remediation of early literacy difficulties.
 
EDL 652 Assessment II: Diagnosis and Remediation of Early to Fluent Readers
This course is designed to investigate current practices and procedures in the diagnosis and remediation of literacy skills for the Early to Fluent readers. Students will learn to administer and analyze assessment tools necessary for determining the developmental levels of elementary students and the diagnosis of reading difficulties and providing appropriate instruction. Students also will examine methods for targeted instruction to meet the needs of a diverse body of learners including those in special education and other compensatory programs.
 
EDL 653 Assessment III: Diagnosis and Remediation of the Adolescent Reader
This course is designed to investigate current practices and procedures in the diagnosis and remediation of literacy skills for the adolescent reader. Students will learn and utilize procedures, methodologies, and materials for diagnosing and correcting classroom reading problems. Emphasis will be on how to effectively teach middle and high school students who have not acquired sufficient reading skills to be successful and engaged readers. Integration of technology, reflective practices and the New York State English Language Arts curriculum will be included.
 
EDL 671 Practicum I: Early Intervention
This course is designed to allow students the opportunity to apply their knowledge of the philosophy and pedagogy of an early intervention reading program in a practicum situation. Through the completion of twenty-five hours of college supervised tutoring, students will gain expertise in administering assessment tools to diagnose reading difficulties and planning remediation based on the individual needs of the child. Students will capitalize on opportunities to observe, evaluate and reflect on the practices of peers, develop literacy seminars, and communicate results to parents and other professionals.
 
EDL 676 Practicum II: Elementary
In this course, students will demonstrate their ability to provide literacy instruction to elementary students in grades 3-6. Through the completion of twenty-five hours of college supervised tutoring, students will gain expertise in administering assessment tools to diagnose reading difficulties and plan remedial instruction based on the needs of the child. Seminars will allow students the opportunities to create and implement a professional development seminar that reflects best practices and explores strategies useful to their teaching. Through their research and application, students will experience the importance of collaborating with parents and other school professionals. They will learn the importance of observation and reflective practices.
 
EDL 681 Practicum III: Adolescent
This course is designed to explore theories and conduct in-depth literacy assessments of the adolescent reader using both formal and informal measures of assessment. Through the completion of twenty-five hours of college supervised tutoring, students will learn procedures and the interpretation of results using multiple assessment instruments. Students will also examine the methods and materials used for the remediation and will learn how to prepare case study reports. Students will explore intervention techniques appropriate for the adolescent learner while working with struggling readers in a one-on-one or small group tutorial setting. Emphasis will be on the use of observation and reflective practices. Through their research and application, students will experience the importance of communicating with the students, parents and school personnel.
 
EDL 690 Leadership in Literacy
Students will explore the characteristics of leadership through reflective study. They will investigate the need for professional development in building effective classroom instruction and will examine the role of the teacher/leader at the grade-level, building, and district levels. Through the development of in-service workshops, study groups, and professional portfolios in literacy, students will further demonstrate the ability to communicate with colleagues, other school personnel, and parents/caregivers about the relevant information regarding literacy as it affects curriculum and assessment.
 
EDL 575 Literacy Development for English Language Learners
This course will focus on children whose home language is different from English. Students will explore the acquisition and development of English as a Second Language and will learn a wide range of research-based instructional approaches and methods to support literacy development of learners from a variety of cultural and linguistic backgrounds. Students will also learn to be reflective practitioners. The use of technology and the New York Learning Standards for English as a Second Language will be integrated into the course.
 
ESP 608 Assessments of Students with Disabilities at the Childhood and Middle Childhood Level
Students will explore the characteristics of leadership through reflective study. They will investigate the need for professional development in building effective classroom instruction and will examine the role of the teacher/leader at the grade-level, building, and district levels. Through the development of in-service workshops, study groups, and professional portfolios in literacy, students will further demonstrate the ability to communicate with colleagues, other school personnel, and parents/caregivers about the relevant information regarding literacy as it affects curriculum and assessment.
 

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Why Medaille College?

  • Convenient class times for working adults
  • Small classes with personalized attention
  • Collaborative learning environment
  • Degree programs taught by faculty working in the field
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