This relatively new online masterís program serves the classroom teacher who holds elementary, secondary, or special education certification, and who desires to improve his/her reading instruction and literacy leadership. Based on current research, best practices, and state and national standards, the program equips K-12 teachers to do the following:
- Plan and implement instruction, beginning with pre-reading skills through advanced comprehension, to assist diverse learners in achieving competence in English literacy
- Use data from multi-faceted assessments to impact student achievement
- Evaluate and use published research and results from action research to inform instruction
- Be a resource and instructional leader in their individual schools and districts
Completion of this program qualifies the candidate for a K-12 Idaho Reading Endorsement.
Teaching and learning best occur when:
- Planning and organization are focused and expectations are clearly met through purposeful activities
- Learners are provided with a wide range of challenging, relevant activities
- A collaborative learning environment allows for constructive, positive, and purposeful feedback and respect for differing opinions
The program uses Angel online delivery technology to provide access for all K-12 teachers. The online system, used for all of the courses offered through the program, incorporates a cohort model, in which learners and an instructor interact in an asynchronous course setting. That is, all users do not have to be online at the same time, but may complete and submit assignments and engage in discussion as outlined in the course descriptions and syllabi as their schedules permit.
Online Summer Orientations
In addition to the online courses, candidates will participate in three 1-credit online orientations during each of three summers.
Goals of these online summer residencies include the following:
- Provide orientation and resources to help participants in accomplishing their goals and meeting program requirements in this online program.
- Develop a sense of community among cohort members and NNU faculty members. It will be essential for participants to make connections with this community of learners who will be your support system throughout the program.
- Celebrate and share professional accomplishments.
- Assessment Components
- Electronic portfolio
- Action Research Project and accompanying paper
- Presentation of portfolio and research
- Online supervised practicum of two case studies during final semester
A significant expectation of this program is the candidateís identification and research of a classroom-based question about developing reading proficiency in children. Students will complete their proposals for their action research projects during Action Research for Educators course. Support will be provided during the follow-up Research Seminars during which candidates will collect data collection and implement their studies. Candidates will submit their action research projects during their final online summer orientation. During this culminating residency, candidates will also begin the final stages of their electronic portfolios. Having completed all coursework, candidates will implement research-based interventions with two struggling readers through the completion of a practicum in their own schools. During the practicum, a NNU professor will provide regular online supervision and support.
Program Requirements (2012-13)
- Total credits Ė 35 semester credits
- $425 per credit for 2013-14 academic year
- + Application Fee ($50)
- + Books ($1,700 est.)
- + TK20 Electronic Portfolio ($100 est.)
- + Student Fee/Semester ($40)
- Includes 3 required 1-credit online summer orientation experiences
- Includes a 3-credit online supervised practicum at oneís own school during final semester
- Program length Ė 24 months
- Online Summer Program Orientation I (1)
- The Learning Process (3)
- Brain Research and Reading: How We Learn, How to Teach (3)
- Teaching and Assessing Early Reading and Spelling (3)
- Statistical Applications for Educators (2)
- Effective Classroom Instruction for English Language Learners (3)
- Online Summer Orientation II: Accessing Online Resources and Developing Electronic Portfolios (1)
- Action Research for Educators (3)
- Seminar: Action Research and Electronic Portfolio (1)
- Reading for Meaning: Fluency, Vocabulary, & Comprehension (3)
- Seminar: Action Research and Electronic Portfolio (1)
- Teaching & Assessing Reading and Writing: Secondary & Intermediate (3)
- Seminar: Action Research and Electronic Portfolio (1)
- The Literacy-Focused School (3)
- Online Summer Orientation III: Presenting Electronic Portfolios and Action Research Results (1)
- Online Supervised Practicum (3)
Course Descriptions of Required Courses
EDUC7501. Online Summer Residency 1: Program Orientation (1)
An overview of the program, competencies, and expectations in a one week face-to-face setting on the NNU campus. This first orientation will familiarize participants with services, resources, and the course management software used to deliver courses. Participants will learn how to access library resources, utilize the electronic portfolio system, and experience success as online learners. They will be guided in beginning their first online course.
EDUC7502. Online Summer Residency 2: Accessing Online Resources and Developing Electronic Portfolios (1)
An examination of advanced research skills in an online environment and support for creating an electronic portfolio. Using saved artifacts, participants will learn how to select and present evidence to demonstrate required proficiencies through the electronic portfolio platform. They will learn how to scan materials, capture video and audio work samples, and develop a completed portfolio for presentation during the final summer residency.
EDUC7503. Online Summer Residency 3: Presentation Action Research (1)
This final Summer Orientation provides support and direction for completing the programís required Action Research Paper; the course also incorporates in-depth instruction related to final preparation and presentation of an electronic portfolio to demonstrate proficiency in relation to the programís eleven outcomes. Finally, the Summer Orientation introduces the culminating Internship in Reading and familiarizes students with its requirements.
EDUC7511. The Learning Process (3)
Examination of accepted theories and current research in learning behavior. Also explores the unique styles of learning and recent studies in brain function and behavior as they relate to the learning process.
EDUC7518. Action Research for Educators (3)
Introduction to traditional and action research in the school setting. Literature review, data collection, interpretation, and surveys will be included. Students will prepare an action research proposal as part of the course requirements.
EDUC7520A. Brain Research and Reading: How We Learn, How to Teach -- Part A (1.5)
This course presents an in-depth and systematically structured progression, beginning with a review of current brain research as it relates to the acquisition of reading. The content then investigates many complex processes that contribute to reading abilities, and how instruction alters the neural pathways to strengthen reading skills. The information is critical for todayís educators as they teach to establish successful reading abilities for a diversity of learners. The course explores and becomes comfortable with language essentials and the challenges of learning to read. Participants explore phonetics, phonology, and phonemic awareness as they relate to skill acquisition for beginning, and later reading abilities.
EDUC7520B. Brain Research and Reading: How We Learn, How to Teach -- Part B (1.5)
This course presents an in-depth and systematically structured progression, beginning with a review of current brain research as it relates to the acquisition of reading. The content then investigates the many complex processes that contribute to reading abilities, and how instruction alters the neural pathways to strengthen reading skills. The information is critical for todayís educators as they teach to establish successful reading abilities for a diversity of learners. We will explore and become comfortable with language essentials and the challenges of learning to read. Participants explore phonetics, phonology, and phonemic awareness as they relate to skill acquisition for beginning, and later reading abilities. This course also investigates many dimensions of English orthography that include basic spelling conventions and extend to the exploration of the languageís etymology. Prerequisite: EDUC7520 Brain Research and Reading: How We Learn, How to Teach -- Part A
EDUC7525. Teaching and Assessing Early Reading and Spelling (3)
A study of current research and best practices in assessing, planning, and implementing reading instruction. This course presents basic skills that beginning readers from pre-reading through third grade need for unlocking unknown words. Attention will be given to phonological skills, phonics, spelling, assessment, and writing. Participants will become skilled in applying these principles in lesson planning and instruction.
EDUC7531. Statistical Applications for Educators (2)
An introduction to statistical approaches to making decisions in K-12 schools. This course introduces students to descriptive and inferential statistics commonly used in education. No previous course work in statistics is assumed.
EDUC7537. Effective Classroom Instruction for English Language Learners (3)
A historical and legal foundation for instructing English language learners (ELLs) as well as an exploration of research and theory of second language acquisition necessary for understanding and meeting the needs of ELLs in the mainstream classroom. Participants will explore the natural progression of English language proficiency through the domains of listening, speaking, reading and writing. Participants will become skilled in applying the Sheltered Instruction Observation Protocol (SIOP) and all of its components to lesson planning and instruction.
EDUC7547A. Reading for Meaning: Fluency, Vocabulary and Comprehension -- Part A (1.5)
Although Parts A and B of this course have been organized into three units, fluency, vocabulary, and comprehension, Part A highlights fluency and vocabulary. For each emphasis, students engage in activities involving application of research findings and analysis of and reflection about instructional practice. Typical activities include readings, on-line discussions, lesson planning and implementation of reading strategies, production of a work sample for a struggling reader, and reflection on personal practices. Ideally, students will be able to fulfill applications in their own classrooms with their own students.
EDUC7547B. Reading for Meaning: Fluency, Vocabulary and Comprehension -- Part B (1.5)
Although Parts A and B of this course have been organized into three units, reading fluency, vocabulary, and comprehension, Part B highlights comprehension. For this emphasis, students engage in activities involving application of research findings and analysis and reflection about instructional practice. Typical activities include readings, on-line discussions, lesson planning and implementation of reading strategies, completion of a work sample for a struggling reader, and reflection on personal practices. Ideally, students will be able to fulfill applications in their own classrooms with their students. Prerequisite: EDUC7547 Reading for Meaning: Fluency, Vocabulary and Comprehension -- Part A
EDUC7577. Teaching and Assessing Reading and Writing: Intermediate and Secondary (3)
Examination of the reading-writing connection as it pertains to students in grades 4 -12. This course focuses on four main areas: (1) developing confident, independent readers in a reading-writing friendly classroom; (2) reading instruction; (3) writing instruction; and (4) assessment and intervention. Participants will become skilled in applying effective strategies in lesson planning and instruction.
EDUC7578. The Literacy-Focused School: Leadership and Program Design (3)
An examination of school-wide literacy models and the importance of collaboration and teamwork in developing successful programs. This course will equip participants to identify the necessary components of a school-wide literacy plan, develop an on-going assessment plan for a school, and identify individual professional development needs for a school so that all students learn to read and write proficiently.
EDUC7596V. Internship in Reading (3)
In this culminating internship, participants will extend and synthesize learning as they diagnose and tutor students who are struggling in their reading development. This internship component can take place within the participantís classroom and will be supported by online supervision. Students will also complete and present electronic portfolios.
EDUC7598E. Seminar: Action Research and Electronic Portfolio (1-3)
This course provides the opportunity for participants to conduct an action research project within their classrooms. Participants will implement the research study that was designed in the Research course and write a paper describing the study and the results. In addition, they will collect artifacts, develop rationales, and create other required items for an electronic portfolio, in which they demonstrate proficiency in the Master of Education in Reading Programís eleven outcomes.
August 1, 2011 - December 1, 2013
July 30, 2012 - November 30, 2014
August 12, 2013 - August 16. 2015
For program details, please contact:
Dr. Lynette Hill, (208) 467-8802
For all other questions, please contact:
Kim Carpenter, (208) 467-8366
Graduate Education, M.Ed. Reading Online
623 S. University Boulevard
Nampa, ID 83686
Phone: (208) 467-8366
Toll-free: 1 (877) 668-4723 x3
Fax: (208) 467-8562