Program Outcomes

Participants in the Master’s Program in Reading at Northwest Nazarene University will demonstrate knowledge, skills, and dispositions relevant to each of the following categories of reading instruction:

1. Knowledge Base About Reading

Current brain-based research to explain the reading process
The role of language in developing reading proficiency
The progression of reading and writing development
The progression of development of phonological skills and letter knowledge
Speech-to-print correspondence at the sound, syllable pattern, and morphological levels
The progression in which spelling knowledge is gained and the reciprocal relationship between reading and spelling instruction
The connection between reading and writing
Factors that contribute to fluent reading
The role of vocabulary knowledge in reading comprehension
The cognitive processes involved in comprehension
The writing process

2. How Children Learn to Read and Why Some Fail

How people learn and develop
How teaching and classroom environment support learning
How learning theory informs teaching practice
How interactions among the learner, the classroom environment, and the teaching/learning process produce motivation to learn and build strong learning communities
How children learn to read and write and why some children have difficulties
Student-centered reading and learning strategies
Scaffolding to accelerate reading progress

3. Adapting Instruction for Diverse Learners

Historical and legal background that support and explain procedures for the instruction of ELLs
Progression of second language acquisition
How English language learners (ELLs) learn to read and write in a new language and how they learn content
The role first and second language plays in developing reading proficiency and comprehension
Reasons why some ELLs have difficulties
Instructional methodology that supports a wide range of second language learners
Sheltered instruction strategies and protocol for ELLS
How to meet the needs of diverse learners using reading and writing
Early intervention and prevention of reading difficulties
Research-based processes for helping older struggling readers to become proficient readers

4. Strategies for Research-Based Reading Instruction

Instructional methodologies that support a wide range of learners, including those who struggle, in a variety of settings
Research-based strategies for developing students’ performance in spelling and writing

5. Organizing and Motivating for Literacy Success

Development of literacy behaviors and attitudes
Early intervention and prevention of reading difficulties
Schoolwide support structures for success in reading

6. Communication

Written communication to share ideas, analyze one’s own and other points of view, and present logical arguments supported with evidence
Clear sequential writing of lesson plans and individual educational plans
Communication with students about their strengths, areas for improvement, and ways to achieve improvement
Communication and collaboration with professionals and paraprofessionals in assessing student achievement and planning instruction
Communication with parents to support students’ reading, writing, and spelling development
Collaboration with administration and school faculty to develop and monitor a schoolwide literacy plan
Reporting of data and collaboration with colleagues to use data for increased learning by students
Collaboration with colleagues to evaluate, select, and adapt reading programs based on research-based criteria

7. Instructional Planning for Gains in Reading Proficiency

Planning for explicit, research-based instruction in phonemic awareness, alphabetic principle, fluency, comprehension, vocabulary, decoding, morphology, syllabication, written expression, and spelling
Planning reading and writing based instruction to support learning in content areas

8. Assessment

Various types and purposes of reading assessment
Using assessment data to guide instruction
Accountability for state standards and state assessments
Ongoing assessment system that will measure the success of students, inform educators of additional professional development needs, and lead to program improvement

9. Professional Commitment and Reflection

Principles of research design
Implementation and analysis of action research project in one’s school
Locating and using resources, especially online resources, to support effective implementation of action research
Presenting findings from the action research study to an audience
Interpreting and evaluating the quality of various types of research
Selecting and adapting reading curriculum
Self-reflection for promoting professional growth and improved reading instruction

10. Partnerships and Literacy Leadership in the Profession

Development and monitoring of schoolwide literacy plan
Reporting of data and progress of schoolwide literacy plan
Role of collaboration and teamwork in developing a literacy-focused school
Principles of effective coaching and mentoring
Identification and involvement of all stakeholders to promote a successful literacy community.
Evaluating, selecting, and adapting reading programs based on research-based criteria
Making appropriate applications of research to address problems in a local setting

11. Personal Growth

Reflections on spiritual "food for thought" in summer residencies and online discussion board
Demonstrating ethical behavior in master’s program work
Interacting with cohort and professors in respectful and compassionate ways
In program completion questionnaire, assessing impact of NNU’s Reading Master’s Program on one’s growth in Christlike Character
In follow-up survey one year after completing the program, re-analyzing impact of program on one’s growth in Christlike Character