M.Ed. in Reading Courses

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Program of Study
Program Total: 33 Credit Hours

The program includes 33 total hours, including a professional sequence of 15 hours that is required of all candidates and a teaching field concentration of 18 hours that will be taken either in the Secondary & Middle Grades Education concentration or the Elementary & Early Childhood Education concentration.

Professional Sequence:
All courses required for a total of 15 credit hours

  • An advanced study of the socio-psycholinguistic foundations of literacy. This course examines theories of language development and acquisition of reading and writing, as well as the theoretical foundations for a range of instructional practices related to the five dimensions of reading. Historical perspectives of literacy, prominent researchers, and theorists are also studied.

  • An advanced study of a broad array of individually administered diagnostic reading assessments, including informal inventories, standardized norm-referenced, and curriculum based tests. Candidates use assessment results to plan a reading intervention that is specifically designed to meet the diverse learning needs of a P-12 student. A 30 (clock) hour supervised clinical experience is required that will be conducted on campus in the Academy of Language and Literacy.

  • An advanced study of reading instruction in content area classrooms that prepares teachers as reading interventionists. This course explores technical reading and writing, reading strategies, use of supplemental texts, and flexible grouping. Candidates create an individualized intervention plan based upon the results of diagnostic testing. A 30 (clock) hour supervised clinical experience is required that will be conducted on campus in the Academy of Language and Literacy.

  • This course will examine how literacy leaders can use assessment data from large data sets to improve literacy instruction within elementary, middle, and high schools/districts. The course will focus on analyzing summative and formative assessment data from multiple sources and providing recommendations for differentiated instruction for a variety of student populations using research-based literacy strategies. Students will examine current research methodologies and conduct applied research.

  • Teaching & Learning II focuses on the various forms of research-based, special instruction for students with disabilities. Specific focus will be on direct instruction, strategy instruction (metacognitive and cognitive behavior management), cooperative learning, social or functional skills development and systematic instruction using task analysis, prompts & cues, particularly as these practices apply to education of students with disabilities. Course content will build on information presented in Teaching and Learning I (e.g., the development of curriculum and instruction that follows the precepts of best practices and universal design in all academic areas.) Special attention will be given to embedded forms of student assessment and ongoing data collection procedures to evaluate the overall impact of instruction on student learning will be discussed.

Elementary & Early Childhood Education Concentration:
All courses required for a total of 18 credit hours

  • This course is designed to empower candidates to develop extensive knowledge of all genres of children’s literature. Candidates explore issues related to selection and evaluation of books, instruction, and interpretation of culturally responsive literature for the classroom. They critically examine and explore literacy strategies for genres of culturally responsive literature and differentiated instruction for ESOL students and students with disabilities. Then they use this knowledge to conduct multisensory reading instruction and design their own e-books.

  • This course introduces advanced candidates to the concepts of reflective inquiry and transformative teaching and learning as key tools to become agents of change. Advanced candidates will learn how to self-assess their own teaching practices, develop a growth plan for transformative teaching based on their reflection, locate quality research related to the issues identified in their own self-assessment, and write a literature review.

  • This course focuses on the design, implementation, and evaluation of literacy instruction for P-12 students with disabilities. The teaching methodology emphasized is explicit, systematic, intensive, and developmental. Course topics include: (1) Manifestations of reading disabilities, (2) Trends and issues, such as Response to Intervention, including assessments to determine instructional decision-making, (3) Features of effective instruction, (4) Explicit evidence-based phonological awareness, word study, fluency, vocabulary, comprehension, and writing strategies, and (5) Collaboration. Field experience required.

  • Candidates will develop a functional understanding of quantitative and qualitative research as applied to educational arena. Emphasis is placed on candidates acquisition of analytical and interpretive skills.

  • This course provides candidates with an introduction to Literacy Coaching. Candidates engage in the study of pedagogy and leadership in the areas of collaboration, job-embedded professional development, program assessment, and strategy. Candidates will study a pedagogical content and apply new skills in Georgia schools.

  • This course prepares advanced candidates to work under the supervision of faculty to demonstrate their expertise in a focused area of their teaching field through an independent, research-based capstone project. Candidates will also provide evidence of their efforts to transform their practice based on the specific strategies and knowledge bases developed and/or deepened in the program. Course includes 20-hour field experience in an approved educational setting with middle or secondary students.

Secondary & Middle Grades Education Concentration:
All courses required for a total of 18 credit hours

  • This course is designed to empower candidates to develop extensive knowledge of all genres of children’s literature. Candidates explore issues related to selection and evaluation of books, instruction, and interpretation of culturally responsive literature for the classroom. They critically examine and explore literacy strategies for genres of culturally responsive literature and differentiated instruction for ESOL students and students with disabilities. Then they use this knowledge to conduct multisensory reading instruction and design their own e-books.

  • This course introduces advanced candidates to the concepts of reflective inquiry and transformative teaching and learning as key tools to become agents of change. Advanced candidates will learn how to self-assess their own teaching practices, develop a growth plan for transformative teaching based on their reflection, locate quality research related to the issues identified in their own self-assessment, and write a literature review.

  • This course focuses on the design, implementation, and evaluation of literacy instruction for P-12 students with disabilities. The teaching methodology emphasized is explicit, systematic, intensive, and developmental. Course topics include: (1) Manifestations of reading disabilities, (2) Trends and issues, such as Response to Intervention, including assessments to determine instructional decision-making, (3) Features of effective instruction, (4) Explicit evidence-based phonological awareness, word study, fluency, vocabulary, comprehension, and writing strategies, and (5) Collaboration. Field experience required.

  • Candidates will develop a functional understanding of quantitative and qualitative research as applied to educational arena. Emphasis is placed on candidates acquisition of analytical and interpretive skills.

  • This course provides candidates with an introduction to Literacy Coaching. Candidates engage in the study of pedagogy and leadership in the areas of collaboration, job-embedded professional development, program assessment, and strategy. Candidates will study a pedagogical content and apply new skills in Georgia schools.

  • This course prepares advanced candidates to work under the supervision of faculty to demonstrate their expertise in a focused area of their teaching field through an independent, research-based capstone project. Candidates will also provide evidence of their efforts to transform their practice based on the specific strategies and knowledge bases developed and/or deepened in the program. Course includes 20-hour field experience in an approved educational setting with middle or secondary students.

Additional Information

Students must petition to graduate during the semester PRIOR to their graduation semester. See the KSU Registrar’s website for more information.

For more information about this degree program, please call 470.578.6314. For more information on graduate admissions, please call 470.578.6043 or email graded@kennesaw.edu.

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