Department of Reading

This is an archived copy of the 2014-2015 catalog. To access the most recent version of the catalog, please visit http://catalog.twu.edu.

http://www.twu.edu/reading/

Chair: Connie Briggs, Professor
Location: MCL 907
Phone: 940-898-2227
Fax: 940-898-2224
E-mail: reading@mail.twu.edu

Graduate Degrees Offered


The principal objectives of the department are to provide professional development in literacy for teachers and educators, with emphases on advanced graduate training in literacy. The department also provides specialized study at the doctoral level in reading, with emphasis on the study and practice of research in selected areas of literacy from early childhood through adult years. A major goal of all graduate programs is to develop leadership potential and skills for graduates of these programs and to encourage effective teaching practice in all areas of public schools and at the college level. At all levels of study, the interrelationships of theory and practice are valued, as students are led to develop theory and new knowledge leading to integration of research and teaching. The department also offers services to teachers, schools, parents, and the community in the form of courses, programs of study, and expert consultation and advice on literacy teaching and learning.

The doctoral program in reading prepares educators and researchers for specialized work in literacy at all levels of education. The program responds to the recognition of the value of literacy and contributes to its development in diverse social contexts, from local school districts to universities in the United States and abroad.

Coursework leads to certification as All-Level Reading Specialist and/or Master Reading Teacher.

Admission Requirements

Please see the admission section of this catalog. In addition to these general requirements, the Department of Reading requires certification of proficiency in reading, writing, and speaking English for unconditional admission to all master’s and doctoral degree programs. This proficiency must be certified to the advisor within the period of the first 12 semester credit hours, or its equivalent, of course work taken at Texas Woman’s University toward the degree.

After meeting the general university admission standards, each student’s application is reviewed by the Department Chair. Applicants must satisfy program admission requirements available from department . Contact the department for current requirements and application procedures.

Certification Programs Offered in Reading

Certificates are awarded by the State Board for Educator Certification.

Masters coursework leads to certification as an All-Level (EC-12) Reading Specialist. This certificate requires previous teaching certification and, at the time of completion, a master’s degree and two years’ classroom teaching experience. In addition, students must successfully complete the appropriate certification exam and related requirements.

Coursework also leads to the Master Reading Teacher (MRT) certificate. This certificate requires previous certification, three years’ teaching experience, completion of required coursework, and passing MRT exam. Courses taken for MRT certification can be applied to master’s degrees in the department.

Master’s courses taken at the post-baccalaureate level to satisfy the professional development requirements leading to initial teacher certification (excluding student teaching) may be applied to a master’s degree in the department, subject to department approval. Professional-level certification and endorsements may be coordinated with most master’s and doctoral degrees in the department, depending on advisory committee approval.

Minors Offered to Students from Other Departments

Minors are available in many areas for master’s and doctoral students. Contact department for details.

Courses

READ 5023. Literacy Development I: Grades EC-4. For post-baccalaureate students in emergency or alternative certification programs. Includes planning and organizing for instruction and assessment in oral language, phonological and phonemic awareness, and word analysis for children in grades EC-4; practice-based activities. May be graded on a Credit (CR) or No-Credit basis. Three lecture hours a week. Credit: Three hours.

READ 5413. Literacy Coaching: Theory and Practice. Theoretical components essential for effective literacy coaching practices. Application of coaching practices utilizing video-taped coaching triads. Analysis and reflection of coaching triads. Models for site-based professional learning, collaboration, and co-teaching. Three lecture hours a week. Credit: Three hours.

READ 5423. Literacy: Practice to Theory. Theories, issues, and practices in teaching literacy from early childhood through high school. Understanding and construction of literacy theory and processes in relation to practice; observing learners; informed decision making based on formal and informal assessments; addressing the needs of all learners including second language learners. Field experience required. This course is a prerequisite for all reading courses. Three lecture hours a week. Credit: Three hours.

READ 5443. Literacy: Assessment and Instruction. Instruction, analysis, and application of research based formal and informal literacy assessments; use of assessments to guide responsive instruction; ability to communicate outcomes and standards to various audiences. Field experience required. Prerequisite: READ 5423. Three lecture hours a week. Credit: Three hours.

READ 5453. Processes and Strategies for Comprehending Texts. Theories and practices related to literacies across a variety of print and non-print texts and genres. Focus on providing optimal environments for comprehension and interpretation of texts and on developing students' independent uses of strategies for engaging with these texts. Field experience required. Prerequisite: READ 5423. Three lecture hours a week. Credit: Three hours.

READ 5463. Practicum in Literacy: Analysis of Teaching and Mentoring. Clinical experiences in classrooms, small group, and individual instruction; diagnosis, analysis, and teaching utilizing assessment data and research based practices; application of mentoring and coaching strategies for collaborating with professional colleagues and parents. Field experience required. Prerequisites: READ 5423 and READ 5443. One lecture and five practicum hours a week. Credit: Three hours.

READ 5473. Early Detection in Reading. Focus on the administration and interpretation of Marie Clay's Diagnostic Survey and intervention procedures that will support the at-risk beginning reader. In addition to observing children and teachers interacting behind a one-way glass, all enrolled in the course will work with four children while learning procedures. Prerequisite: Permission of instructor. Seven practicum hours a week. Credit: Three hours.

READ 5483. Early Intervention in Reading. Focus on the refinement of procedures used with at-risk beginning readers. Attention will be directed to teacher decision-making while working with four children. All enrolled in the course will be involved in teaching and observing children behind a one-way glass. Prerequisite: Permission of instructor. Seven practicum hours a week. Credit: Three hours.

READ 5493. Research in Literacy: Responsive Action in Schools. Critical reading, evaluation, and design of research in literacy; understanding of research trends in literacy; effective communication of research for decision-making in literacy at the program-level. Prerequisites: READ 5423, admission to graduate program, and completion of at least 15 graduate hours in reading. Three lecture hours a week. Credit: Three hours.

READ 5503. Phonological and Orthographic Language Systems in Literacy Learning. Focuses on language processes, including phonological and orthographic language systems related to literacy development. Research and theory related to letters, sounds and their relationship, word analysis, and spelling will be used to critique and evaluate reading programs and design customized assessment and instruction. Field experience required. Prerequisite: READ 5423. Three lecture hours a week. Credit: Three hours.

READ 5513. Literacy and the Diverse Learner. Theories, issues, and practices of literacy instruction in various academic settings for EC-12 learners of diverse linguistic, cultural, economic, and academic backgrounds. Field experience required. Prerequisite: READ 5423. Three lecture hours a week. Credit: Three hours.

READ 5523. Supervision and the Teaching of Reading. Problems in improvement of reading instruction; studies in organization and implementation of reading programs. Three lecture hours a week. Credit: Three hours.

READ 5533. Foundations of Early Literacy. A course focusing on literacy teaching and learning in the early grades. Emphasis on reading, writing, and oral language. Attention to observation and assessment, appropriate selection, and use of books and materials. Organization and management, ways of teaching that support children in building strong processing systems in reading and writing, etc. Three lecture hours a week. Credit: Three hours.

READ 5543. Literacy in the Content Areas. Rationale and principles for teaching reading and related communication skills in content-area subjects; emphasis on strategies for instruction in text comprehension, text production, and vocabulary development. Three lecture hours a week and 15 clock hours of field-based research. Credit: Three hours.

READ 5563. Adolescent Literacy. The expanding body of research on adolescent literacy, with a focus on theories of "new literacies." Implementation of findings into classrooms of all subject areas. Adolescent learning and literacy and how this knowledge can engage students in interacting with varied sources of texts. Using the multiple literacy practices of today's adolescents to enhance their academic literacies. Three lecture hours a week. Credit: Three hours.

READ 5603. Intensive Teaching in Early Literacy Intervention. Intense and precise observation, analysis, and teaching of individual/diverse learners; change over time in individuals having extreme difficulty in literacy learning. Requires individual teaching of students identified for special education services and teaching children behind a one-way glass. Prerequisites: READ 5473 and READ 5483. Three lecture hours a week. Credit: Three hours.

READ 5901. Special Topics. Variable content. Prerequisite: Permission of instructor. One lecture hour a week. Credit: One hour.

READ 5903. Special Topics. Variable content. Prerequisite: Permission of instructor. Three lecture hours a week. Credit: Three hours.

READ 5911. Independent Study. Individual study of specific problems. Prerequisite: Permission of instructor. Credit: One hour.

READ 5913. Independent Study. Individual study of specific problems. Prerequisite: Permission of instructor. Credit: Three hours.

READ 5963. Seminar in Literacy Research. Completion and presentation of research based professional portfolio; development of professional goals; development and implementation of professional research-based presentations. Prerequisite: Completion of all master's coursework. Three seminar hours a week. Credit: Three hours.

READ 5973. Professional Paper. Students maintain continuous registration while actively working on master's paper. Credit limited to six hours total. Credit: Three hours.

READ 5981. The Professional Portfolio. Development of a professional portfolio by students in the Master of Arts in Teaching program demonstrating the student's growth in the Learner-Centered Competencies. Pass-fail grade only. May be repeated. Credit: One hour.

READ 5983. Thesis. Credit: Three hours.

READ 5993. Thesis. Prerequisite: READ 5983. Credit: Three hours.

READ 6483. Qualitative Research. Theories and methods of qualitative research conducted in social settings. Prerequisite: Doctoral status. Three lecture hours a week. Credit: Three hours.

READ 6493. Advanced Qualitative Research Design and Analysis. Advanced methods of qualitative research design, collection, and analysis of data gathered in social settings. Prerequisite: Graduate introductory level qualitative research course. Three lecture hours a week. Credit: Three hours.

READ 6513. Observing and Responding to Young Readers. Focus on the systematic and controlled observation of young children using a series of diagnostic survey instruments. Additional content emphasis includes the teacher's role in responding to emerging readers, based on actual observations of literacy behaviors and theoretical literacy perspectives. Prerequisite: Permission of instructor. Seven practicum hours a week. Credit: Three hours.

READ 6523. Early Literacy Intervention. Focus on the procedure for working with emerging at-risk readers and writers. The course content is based on strategies children need to be independent readers and writers. Course content and presentation reflect a highly-theoretical teacher decision making model based on actual observation of teacher-child interactions. Prerequisite: Permission of instructor. Seven practicum hours a week. Credit: Three hours.

READ 6533. Foundation of Reading: Physiological And Psychological Dimensions. Critical examination of scientific studies and theories related to the physiological and psychological aspects of the reading act, analysis of facilitating and inhibiting factors in early reading development, and appraisals of approaches to teaching beginning reading in relation to this analysis. Prerequisite: Three to six hours of graduate study in reading and child development, or permission of instructor. Three lecture hours a week. Credit: Three hours.

READ 6543. Theoretical Foundations: Early Literacy and Early Intervention. A course for Reading Recovery teacher leaders-in-training focusing on the underlying theories of early literacy acquisition (including processes related to reading, writing, and oral language) and the underlying theories of prevention of reading difficulties through early intervention. Three lecture hours a week. Credit: Three hours.

READ 6563. Nature of Literacy in the Adolescent Years. Examination of the expanding body of research, policy, history, and underlying theories of "adolescent literacy;" implementation of research findings in instruction; consideration of adolescent engagement in situated literacies involving new multi-literacies; influences of social, cultural, linguistic, and historical factors. Three lecture hours a week. Credit: Three hours.

READ 6573. Language and Literacy. Seminal and current research and theory pertaining to language and literacy practices, including language acquisition. Focus on how these languages and literacies develop inside and outside of school and across sign systems, as well as the social, cultural, linguistic, and historical influences that situate different practices. Prerequisite: READ 6533 or permission of instructor. Three lecture hours a week. Credit: Three hours.

READ 6583. Research in Literacy. Description of methods and techniques employed in literacy research and critiquing, analyzing, and synthesizing significant research. Prerequisites: twelve to fifteen hours in reading and six hours in statistics, or permission of the instructor. Three lecture hours a week. Credit: Three hours.

READ 6593. Advanced Reading Research Design: Analysis and Evaluation. Methods of inquiry about the reading process: teaching, learning, and proposal development. Prerequisites: Fifteen hours of graduate study in reading including READ 6583 and six hours of statistics, or permission of instructor. Three lecture hours a week. Credit: Three hours.

READ 6663. Practicum. Registration in the areas of reading, kindergarten, and/or early childhood teaching or by field placement in an administrative or supervisory setting. Type of placement will vary with student's area of major concentration and past experience. Prerequisite: Nine hours of doctoral credit or permission of instructor. Nine practicum hours a week. Credit: Three hours.

READ 6673. Theoretical Foundations in Language and Literacy. Analysis of theories that contribute to early reading and writing; application of principles of systematic observation of oral and written language development and the relationship to early school literacy; and examination of literacy processes found in effective early literacy intervention. Three lecture hours a week. Credit: Three hours.

READ 6683. Doctoral Seminar in Reading. Variable content. In depth examination of research relevant to topics. May be repeated for up to twelve hours of credit with permission of student's advisor. Prerequisites: Three to six graduate hours in reading or permission of instructor. Three seminar hours a week. Credit: Three hours.

READ 6693. Literacy Leadership and Policy. Trends that influence the implementation of effective literacy programs in schools. Theoretical constructs of leadership, organizational, and complex systems and critical discourse analysis as lenses for analysis. Three seminar hours a week. Credit: Three hours.

READ 6743. Clinical Practicum in Early Literacy Leadership. Theories and practices related to early literacy and early intervention. Principles of early literacy, implementation of early literacy intervention in schools and systems, teaching adult learners, and using data to monitor early literacy and early intervention. Field work in schools required. Prerequisite: Permission of instructor. Two lecture and four practicum hours a week. Credit: Three hours.

READ 6753. Advanced Clinical Practicum in Early Literacy Leadership. Application of expertise in early literacy and early intervention leadership. Participation in the implementation of early literacy teacher courses and early intervention in schools and systems, teaching adult learners, and use of data to refine and evaluate implementation. Field work in schools required. Prerequisite: Permission of instructor. Two lecture and four practicum hours a week. Credit: Three hours.

READ 6903. Special Topics. Variable content. Prerequisite: Permission of instructor. Three lecture hours a week. Credit: Three hours.

READ 6911. Independent Study. Variable content. Individual research relating to a problem of professional interest and significance. May be repeated for up to 12 hours of credit with permission of student's advisor. Prerequisites: Permission of instructor and post-master's standing. Credit: One hour.

READ 6913. Independent Study. Variable content. Individual research relating to a problem of professional interest and significance. May be repeated for up to twelve hours of credit with permission of student's advisor. Prerequisites: Permission of instructor and post-master's standing. Credit: Three hours.

READ 6983. Dissertation. May be repeated for up to six hours of credit. Credit: Three hours.

READ 6993. Dissertation. May be repeated for up to six hours of credit. Prerequisite: READ 6983. Credit: Three hours.

Professors

ANDERSON, NANCY, Professor of Reading. B.A., Texas Lutheran University; M.Ed., University of Houston System : main campus; Ph.D., Ohio State University System : Columbus.
BRIGGS, CONNIE M., Professor of Reading; Chair of the Department of Reading. B.A., Southeastern Oklahoma State University; M.Ed., Southeastern Oklahoma State University; Ph.D., University of North Texas.
SIMPSON, ANNE M., Professor of Reading. B.A., Southern Methodist University; M.Ed., Texas A&M University System : College Station; Ph.D., University of North Texas.
WHITE, NORA L., Professor of Reading. B.A., Urbana University; M.A., Ohio State University System : Columbus; Ph.D., Ohio State University System : Columbus.

Associate Professors

HAAG, CLAUDIA A., Associate Professor of Reading. B.A., Texas Lutheran University; M.A., Texas Woman's University; Ph.D., Texas Woman's University.
WATSON, PATRICIA A., Associate Professor of Reading. B.S., Missouri State University; M.S., Missouri State University; Ph.D., University of Missouri System : Columbia.

Assistant Professor

BURKE, AMY, Assistant Professor of Reading. B.A., Austin College; M.A.T., Austin College; M.Ed., Texas Woman's University; Ph.D., University of Texas System: Austin.