M.Ed. in Special Reading
This program is designed for persons who are already certified as teachers.
Required Courses (30 hours):
Children learn best when close cooperation exists between school and home. For children with learning problems it is all the more necessary for skills learned in school to be reinforced in the home. This course presents counseling techniques for helping teachers to elicit and maintain the parental cooperation needed to maximize student learning and development.
Students will review administration and interpretation procedures for formal and informal assessments used in the evaluative process for identifying educational disabilities in school-age students, such as criterion-referenced and normed tests, interview techniques, observational methods and developmental profiles. Students will be required to complete supervised administration of specific tests and will prepare evaluation reports from data collected through assessment. Cultural, social, and educational influences affecting the test performance of students with disabilities also will be reviewed.
Prerequisite: EDUC 649 and EDUC 651.
This course will include an in-depth study of the form and function of language patterns of normally developing children as compared to those patterns of children with exceptionalities. Students will use analysis of language samples as a basis for developing prescriptive interventions.
This course provides graduate students with clinical experiences to administer clinical assessments designed to identify reading levels, summarize assessment information, and write recommendations in the form of reports. The experience includes accurate use and interpretation of instructional practices, suitable application of reading instruction based on assessment data results, application of differentiated instruction to meet student reading needs and appropriate use of reading resources and strategies.
An advanced course designed to provide graduate students with the opportunity to refine, apply and extend their knowledge of diagnosis, instruction, observation techniques, teaching activities, evaluation strategies, student supervision, coordination of reading programs and selection/development/implementation of reading materials. The student will propose and conduct an action research project in conjunction with the practicum experience.
A course designed for the in-service elementary and secondary teacher, this includes examination of current diagnostic and corrective treatments for reading difficulties. Exemplary reading programs and instructional techniques for teaching subject matter to utilize and develop functional reading will be studied.
A course designed to study school age children experiencing difficulties in reading through the examination and utilization of diagnostic testing methods and remedial practices. Students learn to adapt testing materials and remedial techniques to the developmental level, diagnostic needs, and cultural and linguistic background of the pupils.
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. This course surveys the research regarding the history, approaches, current trends and practical applications of teaching- learning theories of reading instruction, literacy development, comprehension, instructional programs, teaching strategies and skill development in the area of reading.
Prerequisite: 24 completed graduate hours.
This course is designed to acquaint students with different methods of educational research and statistical procedures. Emphasis is placed on procedures for writing research papers and proposals. This course is designed to be completed the semester prior to EDUC 700 Capstone Seminar.
Prerequisite: EDUC 689.
This course must be taken within the final nine hours of degree work. It is deemed appropriate that every person completing a master in education degree be familiar with the current innovations of the profession. It is of equal importance that he or she relate knowledge derived from various courses to his or her own area of specialization and evaluate personal cognitive and affective growth. The Capstone Seminar aims to fill these needs. Completion of a seminar paper or project is a requirement for a satisfactory grade in this course. The paper will focus on the area of specialty for the graduate student. Successful completion of a written or oral, comprehensive, master’s degree examination is required as a part of the Capstone Seminar course. The course is graded satisfactory or unsatisfactory.
EDUC 667 must be taken before or with EDUC 660 - Practicum I.
EDUC 689 and EDUC 700 must be taken in the last 9 hours of the program.
Please note: Acquisition of the M.Ed. in Special Reading from Drury University does not automatically lead to Special Reading Certification from the State of Missouri.
In order to obtain Special Reading Certification from the State of Missouri, program participants need to meet the following requirements: Valid Missouri Teaching Certification and two (2) years teaching experience. Additional courses beyond the M.Ed. in Special Reading in the following areas: Child Psychology (may be met by a three semester hour combined course in Child and Adolescent Psychology), Adolescent Psychology (may be met by a three semester hour combined course in Child and Adolescent Psychology), Psychology and/or Education of the Exceptional Child, Basic Reading Methods, and Behavior Intervention Strategies. These additional courses can be fulfilled at either the undergraduate or graduate level at Drury University or another institution offering these courses have been approved by DESE.
Please meet with an advisor for additional certification information.