The MA in reading fits into the unit’s overarching goals of developing knowledgeable learners, informed instructors, reflective collaborators, and responsive educators. It is designed for teachers K-12 who want to increase their expertise in teaching reading or become master reading teachers, reading specialists or literacy coaches. Individuals who work in literacy within agencies or colleges may pursue the MA, also.
Coursework within the reading MA, built upon cognitive, socio-constructivist and socio-cultural theories in language and literacy learning, integrates all aspects of literacy including reading, writing, thinking, listening, speaking, and viewing. The program is aligned with both state and national standards for the reading teacher and specialist/literacy coach role. Candidates engage not only in diagnostic teaching to develop strategic readers, but they learn to teach for critical literacy to develop responsive readers.
The following are learning outcomes for this major:
- develop a strong knowledge base in foundations of literacy and the reading process;
- learn about and be able to demonstrate and use best practices drawn from theory and research;
- become proficient in using a wide range of methods and materials, including visual media and technology, to meet needs of diverse learners;
- employ formal and informal assessments to identify strengths and needs of all learners and to inform teaching of whole group, small group and individual students;
- become effective in creating positive literacy environments to motivate and engage all learners;
- collaborate with teachers, school leaders, families and the community to enrich or reform practices;
- serve as a coach or supervisor to support excellence in teaching reading and as a leader to develop and support reading initiatives;
- engage in self-reflection and assessment for ongoing professional development.
All reading majors take the following required courses:
Core courses
- COMM 5280 Written Communication 3 hours
- READ 5190 Language Development and Acquisition 3 hours
- READ 5777 Literacy Coaching 3 hours
- READ 5800 Applied Research 3 hours
Reading coursework
- READ 5860 Review of Reading Research 3 hours
- READ 5910 Investigations in Reading: Primary 3 hours
- READ 5188 Comprehension Strategies 3 hours
- READ 5940 Investigations in Reading: Grades 6-12 3 hours
Clinical coursework
- READ 5950 Diagnosis and Correction of Reading Problems 3 hours
- READ 5970 Practicum in Diagnosis of Reading Problems 3 hours
- READ 5980 Practicum in Remediation of Reading Problems 3 hours
If candidates have extensive experience and prior graduate coursework in a specific area, advisors may approve alternatives, such as READ 5870 Supervision of Reading Programs or COMM 5900 Reading Seminar. Students may transfer up to 6 credit hours of prior graduate work not used for another degree. A total of 33 credit hours are required for completion of the program. A total of 6 hours are in a review of research and the research project.
A valid Missouri teacher’s certificate and two years of classroom teaching experience are needed before Special Reading Certification, K-12, can be granted through Missouri’s Department of Elementary and Secondary Education. Coursework embedded within the MAT in Reading can count toward the Special Reading Certification and includes 21 hours of required coursework:
- three reading methods courses (READ 5910; 5188; 5940): 9 hours
- diagnosis and correction of reading problems (READ 5950): 3 hours
- language acquisition and development (READ 5190): 3 hours
- practicum in diagnosis of reading problems (READ 5970): 3 hours
- practicum in remediation (READ 5980): 3 hours
Thus, for candidates who choose this option, many of the courses in the reading major will also fulfill state requirements.
Additional courses for the state certification may have been taken in the undergraduate program or can be taken at the undergraduate or graduate level at Webster. These include:
- Child Psychology 2-3 hours
- Adolescent Psychology 2-3 hours
- Psychology of the Exceptional Child 2-3 hours
- Behavior Management Techniques 2-3 hours
- Counseling Techniques 2-3 hours
- Psychoeducational Assessment or Evaluation
of Abilities and Achievement 2-3 hours
Following admission and after an initial meeting with the coordinator of the Reading Program, students interested in pursuing Special Reading Certification should have their transcripts evaluated by the Webster University Certification Office for prior coursework. Reading faculty members serve as mentors/advisors throughout the program.
After successfully completing 12 credit hours within the major, all MA degree-seeking students are required to be advanced to candidacy.
Students who are interested in applying to this degree program should also see the Admission Section of this catalog for general requirements.
Admission Requirements
Send all required documents to the following address:
Webster University
Office of Admission
470 East Lockwood Avenue
St. Louis, MO 63119-3141
READ 5188 Comprehension Strategies (3)
Methods for teaching comprehension strategies to students (K-12) and for helping students understand instructional materials and concepts are areas emphasized. Strategies to improve reading, writing, listening, and studying are analyzed and applied to particular grade levels and for specific needs of diverse learners. Final project includes reviewing research and designing a classroom plan for using effective comprehension strategies in the participant’s own classroom and for collaborating with other teachers. (Counts as Reading Methods).
READ 5190 Language Development and Acquisition (3)
This is a core course for the reading program. Focus is on normal language development in the areas of pragmatics, phonology, semantics, and syntax and the relationship of this development to reading and reading disabilities. A coaching project is included in projects for the course. (Required for Special Reading Certification.)
READ 5777 Literacy Coaching (3)
Core components of literacy coaching within a balanced literacy framework are introduced in this core course. Participants will understand exemplary practices and learn how to implement this knowledge in classroom environments using the literacy coaching model. The definition of and roles of the coach, the “coaching, continuum,” and collaboration will be studied in detail. Appropriate for classroom teachers, reading teachers, reading specialists, curriculum coordinators, and administrators.
READ 5800 Applied Research (3)
Students conduct classroom research projects in selected areas of literacy learning in order to develop strategies for problem solving and reflection that leads to effective instruction for all students. Candidates learn both quantitative and qualitative methods for conducting research. Prerequisite: Advancement to Candidacy.
READ 5860 Review of Reading Research (3)
Current research conducted and reported by teachers and other researchers will be reviewed. Along with studying various quantitative and qualitative designs, participants explore action research for discovering authentic foundations for classroom reading instruction. Each class member is expected to develop a research project and complete a literature search for the chosen project.
READ 5870 Supervision of Reading Programs (3)
Teachers who wish to become reading supervisors or consultants will benefit from this course. The class emphasizes demonstration teaching, designing in-service education models, and evaluating reading programs and materials, K-12 and adult level.
READ 5910 Investigations in Reading, Primary (3)
This course has been designed for classroom teachers to become proficient in the teaching of reading and learning to read (preschool through third grade). Students focus on relevant topics such as balanced literacy, assessment of early literacy, guided reading, and reading workshops. In addition, students pursue particular topics of interest for projects in the classroom. A coaching project is required. (Counts for Reading Methods).
READ 5940 Investigations in Reading, Grades 6-12 (3)
Emphasis is on instructional strategies to expand students’ reading interests, motivation, engagement and abilities. Coaching students to use specific strategies for various reading purposes will be one focus along with using the coaching model to support the professional development of classroom teachers. Instruments for assessing reading abilities and materials for meeting diverse student needs are reviewed. Participants focus on current research and trends in middle school and high school reading programs. (Counts for Reading Methods).
READ 5950 Diagnosis and Correction of Reading Problems (3)
This course emphasizes effective use of formal and informal assessments for documenting strengths and determining needs; detecting, correcting and preventing reading difficulties; and matching instruction and leveled materials to all meet needs. Participants learn to choose and employ materials and methods for differentiated instruction, a student-centered approach that builds on strengths. The study of specific problems with possible corrective procedures will include a miscue analysis to determine a reader’s strategy use and a thorough assessment of all levels of comprehension. Each candidate will complete an extensive case study with teaching recommendations for home and school to share with parents and teachers. (Required for Special Reading Certification).
READ 5970 Practicum in Diagnosis of Reading Problems (3)
This practicum examines the place of testing, assessment, and evaluation. After exploring the related issues of testing and diagnosis, participants work with small groups and individuals on a regularly scheduled basis in a clinical setting. Classroom participation includes observation, interaction, record keeping, and analysis of specific strengths and needs. Prerequisites: READ 5950 and 6 credit hours of READ reading methods courses. (Required for Special Reading Certification)
READ 5980 Practicum in Remediation (3)
This practicum in remediation is the complementary course to READ 5970 Practicum in Diagnosis of Reading Problems. It is a requirement for teachers working toward special reading certification. Participants focus on interpreting and recommending curriculum materials and methods to encourage and help readers become proficient. Strategies and activities are designed to meet the instructional needs of individual students who have been assessed and evaluated. A focus on the strengths as well as the needs of the student is the basis of the development of an individualized program. Prerequisites: READ 5950 and 6 credit hours of READ reading methods courses. (Required for Special Reading Certification)
470 East Lockwood Avenue