Department Chairperson: Kathy Barclay
Associate Graduate Faculty
The Department of Curriculum and Instruction offers work leading to the Master of Science in Education degree with a major in reading. The objective of the program is to provide elementary and secondary teachers with opportunities to increase their professional competency. The focus is on in-depth understanding of both developmental and remedial reading theory and instructional practices based on theory and research. The goal is to prepare teachers for a variety of professional positions: as effective elementary and secondary classroom teachers, as reading specialists endorsed to teach in specialized reading programs such as Title I at either the elementary or secondary level, and as K-12 reading specialists.
The program requires a minimum of 32 semester hours.
The student may need to take other courses to meet certification requirements in the state in which he/she resides.
A student majoring in reading may be permitted to transfer a maximum of six semester hours of approved graduate credit from an accredited institution. Courses taken through the Quad Cities Graduate Study Center are considered residence credit. Reading courses taken at extension centers where the reading core of courses is offered is considered residence credit. All transfer and extension credits are subject to the approval of the adviser and the Departmental Graduate Committee.
Courses graded on a satisfactory/unsatisfactory basis cannot be included on a degree plan.
The following policies are effective for courses taken after September 1, 1984: A degree plan cannot contain more than six semester hours of any combination of the following courses: 450G, 475G, 550, 599, and 675. Students may write to the department chairperson for information concerning the scheduling of courses.
Post-Baccalaureate Certificate Program
The department offers a post-baccalaureate certificate in Language Literacy. For program details, please go to www.wiu.edu/grad/0203catalog/langlit.shtml.
433G Introduction to Corrective Reading. (3) A course emphasizing group and individual identification and instructional procedures for corrective reading in the elementary school. Prerequisites: EIS 301, RDG 383 and RDG 584 or departmental approval.
468G Teaching Reading in Secondary School and College. (3) A theory-based course that translates knowledge and research concerning reading at the junior high, senior high, and college level into recommendations for effective instruction, and focuses on the various kinds of reading programs that exist at the post-elementary level.
508 Phonics for Decoding and Spelling. (3) From an approach that focuses on environmental print and authentic literature experiences, this course examines a variety of aspects of phonological processing: (1) phonological/phonemic awareness, (2) phonics and other word identification strategies, and (3) spelling.
533 Special Problems in Reading. (1–3, repeatable to 3) Not allowable on degree plans but rather designed to give teachers an opportunity for in-service growth through application of problem-solving strategies in dealing with individual education problems in a specific school setting. Graded S/U.
550 Professional Workshop in Reading. (1–3) Workshops are usually organized around a particular theme based upon student demand.
553 Integrating Reading and Writing Through Inquiry. (3) This K-12 course explores relationships between reading and the use of collaborative, authentic reading and writing learning experiences within an inquiry-oriented curriculum.
569 Reading in Early Childhood. (3) Designed to help teachers of preschool, kindergarten, and primary grades to plan and design developmentally appropriate programs aimed at facilitating the acquisition of pre-reading and reading abilities. Emphasis on how early guidance and instructional programs can attend to all aspects of language: listening, speaking, reading, and writing.
570 Teaching Reading in the Elementary School. (3) An introductory course comparing various approaches to teaching reading and translating knowledge and research concerning elementary reading into recommendations for effective instruction.
571 Assessment of Reading Abilities and Disabilities. (3) A K-12 course focusing on the uses of diagnostic tools, tests, and procedures (both formal and informal) for investigating reading abilities and disabilities in clinical and classroom settings. Prerequisite: RDG 468G or RDG 570.
573 Correction and Remediation of Reading Difficulties. (3) A K-12 course focusing on effective corrective reading and remedial reading instruction that arises from assessment information and considers techniques, strategies, and programs for individual, small group, and classroom settings. Prerequisites: RDG 570 or RDG 468G; RDG 571.
574 Practicum in Reading. (3) An advanced course where knowledge of diagnosis and instruction is refined, applied, and extended as students work individually with small groups of elementary and/or secondary students in a closely supervised instructional setting. Prerequisites: RDG 570 or 468G; 571; and 573.
576 Psychology of Reading. (3) A theory course for elementary and secondary teachers focusing on the psychological and linguistic factors that influence the reading process, including topics such as language learning and reading disabilities, processing differences between good and poor comprehenders, and the effect of current reading process theory on teaching practices. Prerequisites: RDG 570, RDG 468G, or permission of the instructor.
580 Reading in the Content Areas. (3) An individually designed course for elementary and secondary reading majors and non-majors, this introductory course helps enrollees become familiar with concepts and teaching strategies needed to assist students to learn from textbooks and nontextbook materials.
581 Reading in Adult Basic Education. (3) This course, designed for the volunteer tutor, ABE teacher, or adult literacy program coordinator, focuses on a philosophy of teaching adults to read, appropriate assessment procedures/instructional strategies/reading materials, and trends in the adult literacy movement. Prerequisite: RDG 570, RDG 468G or permission of the instructor.
586 Language Development and Reading. (3) This pre K-12 course explores theories of language development and the relationship between language development and learning to read. Of special interest are populations (such as second language learners, those with a learning disability with respect to oral communication, and hearing impaired students) who find learning to read difficult because of language barriers. Prerequisite: RDG 569, RDG 570, or RDG 468G.
588 Leadership in Reading. (3) Designed for the reading specialist in the classroom or remedial program and for the administrator responsible for the reading program, this course prepares participants to act as change agents within the school-based reading program in areas of curriculum/methodology, organization, administration, and staff development. Prerequisites: Fifteen graduate hours in reading to include RDG 468G or RDG 570, RDG 571, and RDG 573. School administrators may enroll with permission of the instructor.
599 Independent Study. (1–4, repeatable to 4) An investigation of problems related to the student's major area. A substantial written report, as well as an informal report, will be required. Students will meet regularly with an instructor during the course on an arranged basis. Enrollment by permission only.