Education for Certified Teachers MA: Literacy/Reading, Multisensory Reading dual degree
This 36-credit program integrates training in the Orton-Gillingham approach to teaching literacy with that emphasized in the Literacy/Reading Specialist program. Candidates focus on Comprehensive Literacy to facilitate a balanced approach in the classroom.
This program does not lead to the New Jersey Department of Education endorsement/certification as a reading specialist. Candidates who want to obtain a literacy/reading specialist endorsement must complete an additional six credits to do so.
To earn New Jersey Literacy/Reading Specialist Certification, candidates must have a current standard teacher license, two years of successful teaching experience, and a master’s degree. For those individuals who wish to obtain a Fairleigh Dickinson University certificate and not certification as a reading specialist, there is an option to take only the 18 credits required for that credential.
To obtain NJ State Certification in Reading/Literacy, candidates must complete a total of 42 credits, including EDUC6703, Supervision of Instruction, and EDUC6718, Curriculum/Program Evaluation and Student Assessment.
Courses for FDU Literacy/Reading Certificate (21 credits)
- EDUC6605 Foundations in Reading I
- EDUC6606 Foundations in Reading II
- EDUC6607 Diagnosis of Reading Problems
- EDUC6582 Distance Learning and Children’s Literature
- EDUC6666 Supervised Practicum in Correction of Reading Problems
- EDUC6609 Supervised Practicum in Reading
- EDUC6673 Integrating Literacy and Technology
Courses for Orton Gillingham Teacher Concentration (12 credits)
- EDUC6601 Multisensory Reading 1
- EDUC6602 Multisensory Reading 2
- EDUC7603 Multisensory Reading 3
- EDUC7604 Multisensory Reading 4
Courses for Master Of Arts In Education (6 credits)
- EDUC7674 Master’s Seminar: Research in Specialization (Literacy/Reading)
To obtain NJ State Certification in Reading/Literacy, candidates must complete an additional six (6) credits for a total of 39 credits:
EDUC6582 This on-line course emphasizes how to use children?s literature in the classroom. Teachers learn how to integrate children?s literature into the curriculum of all subjects and across all grade levels. Students learn how to use technology to enrich the study of children?s literature.
EDUC6601 An introduction to teaching beginning reading, spelling, and handwriting (up to fourth grade level), focusing on the Orton-Gillingham approach to teaching basic language skills. Teachers plan, present and evaluate instructional sequences for students with dyslexia. Consists of lecture followed by supervised practicum in which teachers provide individual Orton-Gillingham based instruction to students with dyslexia. Also includes group seminars and individual conferences between teacher and practicum supervisor.
EDUC6602 Continuation of training in the Orton-Gillingham techniques taught in EDUC 6601. Includes testing procedures and data collection to evaluate student growth and effectiveness of instructional ap- proach. Consists of lecture, supervised practicum, group seminars, and individual conferences as described for EDUC 6601 - Multisensory Reading I.
EDUC6605 Recent research and findings in language develop- ment and literacy and their application in elementary through secondary education are the focus of this course. Literacy skills in reading and language arts across grade levels K-12 are also included.
EDUC6606 Research and findings in language development and literacy, and applications in social studies and science in the elementary school are the focus of this course. Literacy across the curriculum is also emphasized.
EDUC6607 This course includes a systematic study of the selection, administration and interpretation of formal and informal techniques and instruments used to assess phonological and phonemic aware- ness, word recognition, vocabulary development and reading comprehension. Students practice writing reports of reading evaluations and state required ISIPS - Individual Student Improvement Plans.
EDUC6609 This course places teachers with a mentor/University clinical teaching supervisor in a classroom/school or University clinical reading program for 45 hours of supervised clinical experience in which the knowledge and skills from previous course work will be reinforced and extended. The reading program may be part of an after-school or summer-school program operated by a university or school. A University clinical teaching supervisor will observe the particpants and provide support and mentoring.
EDUC6666 This 45 hour course places candidates with a collaborating teacher and a university clinical teaching supervisor in a clinical reading setting for a minimum of 30 hours of supervised clinical practicum experiences, in which the knowledge and skills from previous course work will be reinforced and extended. A university clinical supervisor will observe the candidates, interview the collaborating teacher and provide support and mentoring.
EDUC6673 This course will examine various techniques that promote literacy and technology across the curriculum. The definition of literacy will be explored based upon the New Jersey Core Curriculum Content Standards (NJCCCS). Emphasis will be on how technology can be integrated into a literacy program. Teachers will use the Internet to explore and share ideas on how literacy can be promoted in the classroom. Specific instructional strategies will be examined, and examples of effective technology integration into literacy lessons will be presented and discussed.
EDUC6703 Students will study and analyze the various models of supervision and evaluation with a special emphasis on the development of the skills necessary to promote effective instruction of the New Jersey Core Curriculum Content Standards in the classroom. Formative and summative staff evaluation strategies as well as effective coaching and mentoring techniques necessary for success in a diverse school community will be investigated. The implication of the New Jersey Administration Code requirements on professional behavior, SLO'S, SGP'S PARCC testing, and schoolwide improvement of program and state assessment of pupil performance will be reviewed.
EDUC6718 This course focuses on basic measurement concepts, the role of measurement in education, construction of teacher-made tests and other classroom assessments, interpretation of standardized tests and fundamental descriptive statistics for evaluating student performance, school improvement efforts, and various designs for process and outcome evaluation of curricula. In addition, the course will provide a comprehensive understanding of the purposes and the logic of various testing programs, including classroom testing,state and national testing programs. Data analysis of New Jersey Statewide Tests that measure student performance will be used to assist in developing skills in data-based decision making that lead to the construction of school improvement plans and determining school goals for professional development and instructional emphasis.
EDUC7603 Focuses on skills for teaching upper level language skills (fourth grade level and above) involved in teaching reading, spelling, and handwriting, using the Orton-Gillingham approach. Topics include roots, prefixes, and suffixes. Consists of lecture followed by supervised practicum in which teachers are assigned upper-level students with dyslexia. Group seminars and individual conferences between teacher and supervisor are also included.
EDUC7604 Continuatiion of training in the Orton-Gillingham techniques taught in EDUC7603, with continued study of upper-level language skills. Consists of lecture, supervised practicum, group seminars, and individual conference between teacher and supervi- sor, as described for EDUC7603. '
EDUC7674 This course serves as a capstone experience that extends and reinforces the teachers' knowledge, skills and competencies related to professional and educational practice through reearch and completion of a culminating project in their relevant area of specialization. The course reviews research methodologies and various research models. The teacher will prepare a research study on a topic/problem of his/her choice (subject to approval by an adivsor) under the directions of a mentor. The teacher will be required to submit a written report and action plan in approved format, subject to the approval of the mentor in accordance with School of Education policy.