2007-2009 Catalog
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Reading Banner

California Reading Certificate
Reading/Language Arts Specialist Credential
Master of Science in Education | Reading Courses
Dept Homepage


COLLEGE OF EDUCATION

DEAN

Claire Cavallero

READING DEPARTMENT
(Vacant)

DEPARTMENT OFFICE
Education Classroom 531

DEPARTMENT WEBSITE

http://ed.fullerton.edu/Reading

PROGRAMS OFFERED
Master of Science in Education
    Concentration in Reading
California Reading Certificate
Certificate in Postsecondary Reading and Learning.
Reading/Language Arts Specialist Credential

FACULTY
Margaret Atwell, Katherine Bartle-Angus, JoAnn Carter-Wells, Barbara Clark, Janice Crick, JoAnne Greenbaum, Rosario Ordonez-Jasis, Ula Manzo, Donna Padgett

UNDERGRADUATE READING DEVELOPMENT COURSES

Lower-division courses in reading (Reading 201, 202, and 290) are designed to assist students in developing and utilizing a problem solving approach in the critical and creative reading and thinking processes required for efficient university learning.

CALIFORNIA READING CERTIFICATE

The California Commission on Teacher Credentialing has granted approval to the Reading Department to offer course work to meet requirements for the California Reading Certificate. Persons wishing to earn this reading certificate must make formal application to the university and meet the following requirements:

  1. Have completed a bachelor's degree;
  2. Have earned a grade-point average of at least 3.0 in the last 60 undergraduate units completed and at least 3.0 in graduate units completed;
  3. Have possession of a multiple subject or single subject credential or another valid California standard teaching credential; and
  4. Have successfully taught in a classroom setting, for a minimum of three years, in any grade preschool through adult, exclusive of student teaching, internship teaching, or teaching while holding an emergency permit.

Advisement is available to any student seeking a California Reading Certificate. New students will be assigned an adviser upon acceptance in the program.

For further information, please contact the department office, Education Classroom Building, Room 531, (714) 278-2114.

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Reading students


CERTIFICATE IN POSTSECONDARY READING AND LEARNING
The Certificate in Postsecondary Reading and Learning is designed to prepare reading specialists for postsecondary settings, particularly at the community college level. Persons wishing to earn this certificate must meet the following criteria for admission:

  1. Hold a baccalaureate from an accredited institution of higher education.
  2. Have earned a minimum grade-point average of 2.5 in the last 60 semester units attempted, as documented by two official copies of transcripts from all higher education institutions attend.
  3. International students from countries where English is not the official language must have a TOEFL score of 575 (CSUF score is 550).
  4. Submission of essay related to professional goals, level of technology knowledge, skills, and abilities to be an on-line learner.
  5. Technology (minimum) requirements for students' computer equipment can be found on the department website at http://ed.fullerton.edu/Reading.
  6. Knowledgeable in the use of a personal computer (PC or Macintosh), including the ability to (1) locate, create, move, copy, delete, name, rename, and save files and folders on hard drives and on secondary storage devices such as floppy disks; (2) use a word-processing program that runs on a PC or Macintosh computer to create, edit, format, store, retrieve, and print documents; (3) use an electronic mail system to receive, create, edit, print, save, and send an e-mail message with and without an attached file: (4) use an Internet browser to search the World Wide Web; and (5) use databases, spreadsheets and multimedia applications. (UPS 320.030 – Policy on Computer Competency for Entering Students).

Four courses are required to complete the certificate:
Reading 505 Foundations of Postsecondary Reading and Learning (3)
Reading 507 Reading and Thinking in the Content Areas (3)
Reading 516 Diagnostic-Prescriptive Teaching of Reading (4)
Reading 587 Program Management in Postsecondary Reading and Learning (3)

For further information, please contact the department office, Education Classroom Building, Room 531, (714) 278-4023.

READING/LANGUAGE ARTS SPECIALIST CREDENTIAL
The California Commission on Teacher Credentialing has granted approval to the Reading Department to offer courses to meet requirements for the reading/language arts specialist credential program.

Persons wishing to earn an advanced Reading/Language Arts Specialist Credential must make formal application to the university indicating the specific specialist credential program desired. In addition, applicants must meet the following requirements:

  1. Have completed a bachelor’s degree;
  2. Have earned a grade-point average of at least 3.0 in the last 60 undergraduate units completed and at least 3.0 in graduate units completed;
  3. Have possession of a multiple subject or single subject credential or another valid California standard teaching credential; and
  4. Have successfully taught in a classroom setting, for a minimum of three years, in any grades from preschool through adult. This experience cannot include student teaching, intern teaching, or teaching while holding an emergency credential or permit.

Advisement is available to any student seeking a Reading/Language Arts Specialist Credential. New students will be assigned an adviser upon acceptance in the program. Prior to their first semester in the program students should meet with an adviser to develop a credential study plan.

For further information, please contact the department office, Education Classroom Building, Room 531.

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MASTER OF SCIENCE IN EDUCATION (READING)
The program is designed to help qualified individuals gain the technical knowledge and scholarship requisite to becoming reading/language arts specialists. This professional program is based on and combined with sound preparation in the liberal arts and sciences. The curriculum proposes an interdisciplinary approach to the preparation of the professional specialist in reading/language arts.

Application Deadlines
The deadlines for completing online applications are March 1st for the fall semester and October 1st for the spring semester (see http://www.csumentor.edu). Mailed applications need to be postmarked by the same deadlines. However, deadlines may be changed based upon enrollment projections. Check the university graduate studies website for current information at http://www.fullerton.edu/graduate.

Admission to Graduate Standing: Conditionally Classified
University requirements include: a baccalaureate from an accredited institution and a grade-point average of 3.0 in the last 60 semester units attempted (see “Graduate Admissions” section of this catalog for complete statement and procedures). In addition, an applicant must have an approved major, and confer with the graduate program adviser to discuss the prerequisites for attaining classified standing.

Graduate Standing: Classified

A student who meets the admission requirements and the following requirements may be granted classified graduate standing upon the development of an approved study plan: successful teaching experience or other approved experience; a grade-point average of 3.0 or better in academic and related work; sufficient background in reading; a satisfactory interview; and four references from school administrators, school supervisors or professors.

Study Plan
The final adviser-approved program of course work for the degree must include:

Core Courses (10 units)
Ed El 511 Survey of Educational Research (3)
Ed El 536 Curriculum Theory and Development (3)
Reading 516 Testing and Evaluation of Reading Performance (4)

Concentration Courses (19 units)
Reading 501 Assessment of Professional Competencies (1
Reading 507 Reading and Thinking in the Content Area (3)
Reading 508 Teaching Reading/Language Arts in Today's Elementary Schools (3)
Reading 514 Linguistics and Reading (3)
Reading 520 Computers in Reading (2)
Reading 560 The Sociocultural Context of Literacy and Learning (3)
Reading 581 Remediation of Reading Difficulties (4)

Culminating Experience (1 unit)
Reading 595 Advanced Studies (includes comprehensive examination) (1)
    OR Reading 597 Project (1)
    OR Reading 598 Thesis (1)

For advisement and further information, consult the program graduate adviser

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READING COURSES
Courses are designated as READ in the class schedule.

READ 201    Academic Reading: Analyses and Strategies

Description: Analysis of reading and learning processes, reading interpretation and critical thinking strategies as applied to all types of academic reading, emphasis on integration and synthesis of academic information.
Units: (3)

READ 202    Vocabulary Cognition and Reading Comprehension

Description: Study and analysis of general and academic vocabularies and their influence on reading comprehension and communication. Emphasis on language knowledge and the development of contextual analysis and word association processes in reading communication.
Units: (3)

READ 290    Critical Reading as Critical Thinking

Description: Relationship of critical reading to critical thinking. Emphasis on the development of critical thinking skills with application in the interpretation, analysis, criticism and advocacy of ideas encountered in academic readings.
Units: (3)

READ 340    Promoting Language and Literacy Readiness in Young Children - Reading

Description: Prerequisites: Child/Adolescent Studies 312, or Psychology 361 or equivalent. Course explores 1) theorists of language development, 2) the function of receptive and expressive language development as they relate to literacy development, 3) the relevance of family literacy as young children begin to read, 4) choosing appropriate books to foster language development and literacy development, and 5) theorists of early childhood classroom instruction.
Units: (3)

READ 480    The Teaching of Reading

Description: Curriculum and methods in the teaching of reading and language arts in the elementary and secondary schools. Teachers’ manuals and guides are introduced and studied. A major focus will be the preparation of reading lessons for classroom settings.
Units: (4)

READ 501    Assessment of Professional Competencies

Description: Assessment of professional competencies of students entering the Reading program in preparation for obtaining the Reading/language Arts Specialist Credential. Meets graduate writing requirement for master’s degree.
Units: (1)

READ 505    Foundations of Postsecondary Reading and Learning

Description: Theoretical framework and background of field including historical perspective, student/adult development, reading and learning theory/academic literacy, programmatic structures and components, curriculum design and contemporary issues.
Units: (3)

READ 507    Reading and Thinking in the Content Areas

Description: This course examines the teaching of reading and thinking in the subject area disciplines, including instructional methodology, assessment, materials and program design.
Units: (3)

READ 508    Teaching Reading/Language Arts in Today’s Elementary Schools

Description: Current trends in the teaching of elementary reading/language arts. The role of the teacher as a decision-maker in the elementary reading/ language arts program.
Units: (3)

READ 514    Linguistics and Reading

Description: A study of linguistics and its influence on reading materials and instruction. An analysis of trends in linguistics as they relate to the teaching of reading.
Units: (3)

READ 516    Diagnostic-Prescriptive Teaching of Reading

Description: Prerequisites: Reading 507 or 508. A case-based study of various assessment devices and trial teaching practices essential for precise intervention in reading/language arts. The course includes a model to guide in-depth analysis of a reader with attention to the influences of linguistic, social, cultural, physical, psychological, intellectual and educational factors on learning to read, and reading to learn.
Units: (4)

READ 520    Technology in Reading

Description: Prerequisites: Reading 507, 508 or equivalent. Understanding of the need for technological literacy in reading/language arts. Investigation of the strengths and limitations of technology and computer applications (software/internet) for the development of classroom curriculum for reading/language arts. Includes designing a lesson plan for the integration of technology into today’s literacy classroom as well as introduction to web page design utilizing existing free services.
Units: (2)

READ 560    The Socio-cultural Context of Literacy and Learning

Description: Prerequisite: Educational Leadership 511. Theory and research in teaching reading/language arts to students with diverse cultural, racial, linguistic, and socio-economic backgrounds. Exploring various methods and approaches for teaching literacy skills. Special emphasis on second language learners. Case study requirement.
Units: (3)

READ 570    Leadership in Reading/Language Arts Program Development

Description: Recommended prerequisites: English 433 and/or 434 or the equivalent. Content includes long-term planning, designing effective programs, developing leadership skills, and integrating literature and skill-based instruction.
Units: (2)

READ 581    Remediation of Reading Difficulties

Description: Prerequisites: Reading 507, 508, 514 or 516. Analysis and diagnosis of reading/language arts difficulties. Techniques and methods of prevention and treatment. Individual remediation of student. Primary through secondary.
Units: (4)

READ 585    Professional Development in Reading/Language Arts

Description: Prerequisite: seminar in development and evaluation of reading/language arts programs. Training in staff development and interpersonal relations with teachers, parents, consultants, and administrators. Includes writing for publication, grant proposal writing, and other professional responsibilities.
Units: (3)

READ 587    Program Management in Postsecondary Reading and Learning

Description: Prerequisites: Reading 505, 507 and 516. Study of the multifaceted components related to the administration, management and supervision of a post-secondary reading and learning program as well as the current issues and trends in program management.
Units: (3)

READ 595    Advanced Studies

Description: Prerequisite: consent of instructor or graduate adviser. Graduate seminars designed to develop competencies in such areas as behavior, teaching strategies, educational technology, program development, communication theory and interpersonal relations related to reading/language arts.
Units: (1-3)

READ 597    Project

Description: Prerequisite: consent of instructor or graduate adviser. Individual research on an empirical project, with conferences with the instructor, culminating in a project.
Units: (1-3)

READ 598    Thesis

Description: Prerequisite: consent of instructor or graduate adviser. Individual research with conferences with the instructor, culminating in a thesis.
Units: (1-3)

READ 599    Independent Graduate Research

Description: Prerequisite: consent of instructor or graduate adviser. Independent inquiry for qualified graduate students.
Units: (1-3)

 

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