MS in Education, Reading and Literacy
School of Public Service and Education
The master’s specialization in Reading and Literacy provides reading
classroom teachers the opportunity to gain research-based knowledge,
skills, and attitudes necessary for effective K–12 classroom reading
and literacy instruction. Learners study theory, practice and
assessment, reflection, and collaboration, and complete on-site
clinical experiences and classroom observations in K–12 educational
settings. The competencies taught in the coursework and practicum and
internship experiences reflect state and national standards. The
Reading and Literacy specialization is state-approved by the Minnesota
Professional Educator Licensing and Standards Board using the
Standards of Effective Practice and the Teachers of Reading
standards.
Practicum/Internship Requirement(s):
Minimum of 80 practicum hours. See the Practicum/Internship Experience section below for more information.
Core courses:
ED5010 |
Foundations of Master’s Studies in Education
This course provides learners with opportunities to acquire and use graduate-level skills, including the ability to critically examine and apply relevant educational theory to professional practice. Learners develop expertise in scholarly writing as well as explore the importance of multicultural perspectives and diversity in professional contexts. Finally, learners articulate and examine their professional purpose and its alignment with their specialization and career aspirations. Must be taken during the first quarter by learners who have been admitted to the MEd in Teaching and Learning, MS in Education, MS in Education Innovation and Technology, and MS in Higher Education degree programs and the Adult Education and Higher Education Leadership and Administration graduate certificate programs. Cannot be fulfilled by transfer or credit for prior learning. | 4 quarter credits |
---|---|---|
ED5006 |
Survey of Research Methodology
This course is an overview of graduate research methodology. Learners
examine fundamental research methodologies and their respective
quantitative and qualitative approaches to rigorous scholarly
inquiry. | 4 quarter credits |
ED5500 |
Standards-Based Curriculum, Instruction, and Assessment
In this course, learners examine national and state learning
standards related to their content area or grade level.
Learners utilize research-based curriculum to craft assessments that
are aligned to standards, and implement instruction that is meaningful
to students and supports their academic achievement.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
ED5501 |
Assessment and Improvement of Instruction
In this course, learners examine instruction and learning improvement
strategies and collaborate with students’ families, the community, and
other professionals for the purpose of improving instruction. Learners
also evaluate instruction to determine how well it promotes
professional teaching standards and dispositions.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
ED5503 |
Classroom Management Strategies
Learners in this course apply strategies for managing diverse and
challenging student behaviors and develop the skills needed to create
classroom environments that maximize the opportunity for each student
to learn. This course emphasizes the roles, rights, and
responsibilities of all stakeholders under The Individuals with
Disabilities Education Act (IDEA), The Americans with Disabilities Act
(ADA), and Section 504 legislation.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
ED5504 |
Strategies for Eliminating the Achievement Gap
Learners in this course examine the origins and complexities of
student achievement gaps within the contexts of gender, race, culture,
ethnicity, socioeconomic status, and language difference. Learners
also explore current student achievement research and best practices
and identify instructional strategies most likely to eliminate
achievement disparities.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
Specialization courses:
ED5551 |
Developing Fluent Readers
Learners in this course for P–12 classroom teachers analyze
educational principles relevant to the physical, social, emotional,
moral, and cognitive development of P–12 students. Learners examine
ways to foster development of fluency and prosody skills, including
word recognition, vocabulary, and comprehension.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district. Cannot be
fulfilled by transfer or credit for prior learning except by
coursework from Minnesota schools with approved licensure programs.
| 3 quarter credits |
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ED5552 * |
Teaching Comprehension Strategies
In this course designed for education professionals, learners investigate the content literacy needs of all middle school students. Learners develop knowledge in reading theory, instructional practices, and comprehension strategies needed to develop independent readers and writers. Learners apply practices in differentiated instruction, addressing diversity, and digital technology that will translate into effective literacy instruction. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. Prerequisite(s): ED5551. Cannot be fulfilled by transfer or credit for prior learning except by coursework from Minnesota schools with approved licensure programs. | 3 quarter credits |
ED5553 * |
Assessment-Based Reading Instruction
This course for P–12 classroom teachers focuses on the application of
individual and group reading assessment strategies. Learners evaluate
and determine the ways in which data-driven assessments inform the
reading and literacy curriculum. Using quantitative and qualitative
assessment data, learners select best practice strategies and
instruction methods and materials for students with diverse reading
backgrounds and skills.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
Prerequisite(s): ED5551. Cannot be fulfilled by transfer or credit
for prior learning except by coursework from Minnesota schools
with approved licensure programs.
| 3 quarter credits |
ED5554 * |
Sociocultural Context of Reading Instruction
The focus of this course for education professionals is to create a community in which student literacy extends beyond the classroom and includes family and society. Learners develop reading curriculum, strategies, and materials to use in a variety of sociocultural contexts that will enhance secondary students’ comprehension of and appreciation for narrative and informational texts. This course has a required clinical practice experience and learners will need access to secondary classroom grades 9–12. Prerequisite(s): ED5551. Cannot be fulfilled by transfer except by coursework from Minnesota schools with approved licensure programs. | 3 quarter credits |
ED5555 * |
Foundational Theories in Reading Instruction
In this course for P–12 classroom teachers, learners develop a case
study based on an analysis of how effectively their school or
district’s literacy program meets the needs of their diverse
population of students. Using reading theory, research, best practices
and resources provided by professional organizations, learners make
recommendations for ways to teach literacy reading and writing across
the curriculum. Learners also develop a yearlong professional
development plan as part of their research.
Prerequisite(s): ED5551. Cannot be fulfilled by transfer
or credit for prior learning except by coursework from Minnesota
schools with approved licensure programs.
| 3 quarter credits |
ED5559 * |
Reading and Literacy Practicum
This course is the required capstone course for learners in the master’s Reading and Literacy specialization and is taken after completing all required coursework. Learners complete an 80-hour practicum and review the master’s P–12 Educator Preparation Program (EPP) outcomes and state-approved reading standards in preparation for developing a final portfolio that demonstrates proficiency in reading and literacy. For MS Reading and Literacy learners only. Grading for this course is S/NS. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district. Prerequisite(s): A cumulative GPA of 3.0 or better and the completion, submission, and approval of a practicum application. Please refer to practicum and internship Campus resource pages for information regarding application due dates and site and supervisor guidelines. ED5010, ED5501, ED5500, ED5503, ED5504, ED5006, ED5551, ED5552, ED5553, ED5554, ED5555. Cannot be fulfilled by transfer or credit for prior learning. | 6 quarter credits |
Total
At least 45 quarter credits
* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.
Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.
Practicum/Internship Experience
Learners enrolled in the MS in Education, Reading and Literacy degree program must complete 80 hours of supervised practicum experience as a requirement of their program. The practicum course (ED5559) serves as the culmination of their program. Learners apply the skills developed through the course of the program at approved sites and develop a final portfolio that demonstrates proficiency in reading and literacy. Practicum and/or Internship hours are considered complete once all program required practicum/internships hours have been successfully achieved. Partial completion of practicum/internship requirements/hours can't be verified for licensure or transfer of hours.
Learners in the MS in Education, Reading and Literacy specialization are required to complete ED5010 with a grade of “B" or higher as a condition of continued enrollment in the program.
Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. For more information, see the professional licensure disclosures for this program on Capella’s website. Contact your school district for a determination on qualifications for salary advancement.
Learners seeking Minnesota Teacher(s) of Reading endorsement upon completion of the MS in Education specialization in Reading and Literacy must document having completed a minimum of 25 percent of their practicum and internship experiences at the elementary level (grades 1–6), the middle level (grades 5–8), and secondary level (grades 9–12). Access to active educational settings is required for all reading and literacy coursework.
Learners are required to pass the Minnesota Teacher Licensure Examinations (MTLE) to successfully complete their program. Learners must identify Capella University as a recipient to ensure the score report is sent to the university. Learners are responsible for any costs associated with these examinations.
Arkansas and Kentucky residents
are not eligible to enroll in this specialization.
Multiple specializations available
(must be within the same degree program)