Graduate Bulletin
CITE/Reading, M.S.Ed.
COLLEGE OF EDUCATION
Admission Requirements and Deadlines
Application Deadline:
Fall: April 1
Spring: November 1
Applications are processed together after the deadline date.
APPLY ONLINE to this graduate program.
Letters of Reference:
Number Required: 3
From Whom: Letters of recommendation should be obtained from former and current professors who can provide insight into the applicant's abilities and talents and can comment on the applicant’s aptitude for graduate study. If already working in the field, the applicant may include letters from professional colleagues.
Coursework Required for Admission Consideration:
Candidates for the Reading Specialist Program must be certified teachers with at least one year of successful teaching experience prior to admission to the program. Applicants must meet the existing admissions requirements for Master of Science programs, which include a 3.0 minimum undergraduate GPA and scores on the Miller Analogy Test or Graduate Record Examination at or above the Department’s benchmarks.
Bachelor's Degree in Discipline/Related Discipline:
Typically, the applicant must have a baccalaureate degree and initial teacher certification.
Statement of Goals:
The Statement of Goals should be approximately 500-1,000 words in length and should indicate your goals and objectives for obtaining a master’s degree in Reading. The statement should also include the following elements: your specific interest in Temple’s program; your research goals; your future career goals; and your academic and research achievements.
Standardized Test Scores:
The GRE/MAT is required. It is expected that the scores will generally be at or above the 50th percentile.
TOEFL is required for non-native speakers of English. Minimum TOEFL score needed to be accepted: 550 paper-based, 213 computer-based, or 79 internet-based.
Program Requirements
General Program Requirements:
Number of Didactic Credits Required Beyond the Baccalaureate: 36
Required Courses:
Foundations (6 credits). The program requires two courses that focus on developing foundational knowledge in both reading and writing.
? Foundational Theories and Research in Reading (ED 8278)
? Foundational Theories and Research in Writing (ED 8279)
Practicum (3 credits). The program requires one course focusing on understanding students’ reading and writing strengths and weaknesses:
? Practicum: Introduction to Diagnosis (EDUC 9587)
Instructional methods (9 Credits). The program requires at least three courses focusing on instructional methods. Students should select courses to give them experience from emergent literacy to adolescent literacy. The methods sequence requires advisor’s written approval. Appropriate courses include, but aren’t limited to the following:
? Seminar in Early Childhood Literacy Education (ECH ED 5370)
? Teaching Literacy in Elementary School (EDUC 5204)
? Teaching Composition in the Secondary School (ENG ED 5641)
? Teaching Literature in the Secondary School (ENG ED 5642)
Materials (3 credits). The program requires one course that focuses specifically on instructional materials.
? Literature for Elementary School Children (EN ED 8602)
Those who have taken a course in children’s literature may, with the written approval of their advisor, take a course focusing on different materials. Students can consider courses in adolescent literature, film, or educational technology.
Special populations (3 credits). Issues relating to teaching culturally, educationally, and linguistically diverse students are woven into courses throughout the program. Students are required to take one course whose primary focus is on the teaching and learning of a special population of students:
? Teaching Reading and Language Arts to Students with Special Needs
(EDUC 5259)
With the written approval of their advisor, students could choose to take a different course that focuses on teaching diverse students. This course might be in urban education, TESOL, or special education.
Reading in the content areas (3 credits). Students are required to take either Reading Problems in the Secondary School (SEC ED 5471) or
a course in a content area, for example, career and technical education, foreign language, math, science, social studies, and TESOL. Students must get their advisor’s written approval for their course selection.
Curriculum (3 credits). Students are required to take one course that focuses on understanding and evaluating curricula and engages them in thinking about how to work with colleagues on implementing curricula:
? Curriculum, Instruction, and Technology in Education (ED 5212)
With the written approval of their advisor, students could choose to take a different course that focuses on curriculum.
Field experience (6 credits). Foundations (6 credits). The program requires two courses that focus on developing foundational knowledge in both reading and writing.
? Foundational Theories and Research in Reading (ED 8278)
? Foundational Theories and Research in Writing (ED 8279)
Practicum (3 credits). The program requires one course focusing on understanding students’ reading and writing strengths and weaknesses:
? Practicum: Introduction to Diagnosis (EDUC 9587)
Instructional methods (9 Credits). The program requires at least three courses focusing on instructional methods. Students should select courses to give them experience from emergent literacy to adolescent literacy. The methods sequence requires advisor’s written approval. Appropriate courses include, but aren’t limited to the following:
? Seminar in Early Childhood Literacy Education (ECH ED 5370)
? Teaching Literacy in Elementary School (EDUC 5204)
? Teaching Composition in the Secondary School (ENG ED 5641)
? Teaching Literature in the Secondary School (ENG ED 5642)
Materials (3 credits). The program requires one course that focuses specifically on instructional materials.
? Literature for Elementary School Children (EN ED 8602)
Those who have taken a course in children’s literature may, with the written approval of their advisor, take a course focusing on different materials. Students can consider courses in adolescent literature, film, or educational technology.
Special populations (3 credits). Issues relating to teaching culturally, educationally, and linguistically diverse students are woven into courses throughout the program. Students are required to take one course whose primary focus is on the teaching and learning of a special population of students:
? Teaching Reading and Language Arts to Students with Special Needs
(EDUC 5259)
With the written approval of their advisor, students could choose to take a different course that focuses on teaching diverse students. This course might be in urban education, TESOL, or special education.
Reading in the content areas (3 credits). Students are required to take either Reading Problems in the Secondary School (SEC ED 5471) or
a course in a content area, for example, career and technical education, foreign language, math, science, social studies, and TESOL. Students must get their advisor’s written approval for their course selection.
Curriculum (3 credits). Students are required to take one course that focuses on understanding and evaluating curricula and engages them in thinking about how to work with colleagues on implementing curricula:
? Curriculum, Instruction, and Technology in Education (ED 5212)
With the written approval of their advisor, students could choose to take a different course that focuses on curriculum.
View all COURSE OFFERINGS in Curriculum Instruction and Technology in Education.
Internship:
Language Examination:
Culminating Events:
Field experience (6 credits). Instructional Practicum: Corrective/Remedial Reading (EDUC 9287 & 9288). Students must complete a 100 hour clinical experience. This experience engages students in working with peers in the Reading Program to assess students’ needs, to plan appropriate, effective, and engaging instruction, to select appropriate instructional materials, and to communicate about their work to parents. The field experience is offered at an area school during the summer.
Students must complete a 100 hour clinical experience. This experience engages students in working with peers in the Reading Program to assess students’ needs, to plan appropriate, effective, and engaging instruction, to select appropriate instructional materials, and to communicate about their work to parents. The field experience is offered at an area school during the summer.
Contacts
Program Contact Information:
www.temple.edu/education/cite/
Department Information:
Curriculum, Instruction, and Technology in Education (CITE)
361 Ritter Hall (003-00)
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122
gmiller@temple.edu
215-204-8001
Department Contacts:
Admissions:
Gwen Miller
gmiller@temple.edu
215-204-6387
Program Coordinator:
Dr. Wanda Brooks
wbrooks@temple.edu
215-204-3344
Chairperson:
Dr. Thomas J. Walker
tjwalker@temple.edu
215-204-2296
About the Program
The M.S.Ed in Reading Education is designed to prepare certified teachers to meet the Pennsylvania Department of Education’s criteria for reading specialists and the International Reading Association standards for reading professionals and literacy coaches. The program offers students a chance to develop a solid theoretical and research foundation in language and literacy processes; opportunities to learn numerous methods of assessment, instruction, and curriculum design; ways to consider the capacities and needs of diverse learners, approaches to implementing collaborative planning and professional development, and plenty of occasions for students to put what they’ve learned into practice. This program will position its graduates to become teachers, administrators and researchers in K-12 schools, community-based literacy programs, colleges and private practice.
Time Limit for Degree Completion: 4 years
Campus Location:
Main
Full-Time/Part-Time Status:
Students are able to complete the degree program on a part-time basis (8 credit hours or less per semester) through classes offered after 4:30 p.m.
Department Information:
Curriculum, Instruction, and Technology in Education (CITE)
361 Ritter Hall (003-00)
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122
gmiller@temple.edu
215-204-8001
Interdisciplinary Study:
Affiliation(s):
Not applicable.
Study Abroad:
No.
Ranking:
Accreditation:
This degree program is accredited by the National Council for the Accreditation of Teacher Education (NCATE).
Areas of Specialization:
Job Placement:
Licensure:
Not applicable.
Non-Degree Student Policy:
Non-matriculated students may take up to 9 credits of coursework before applying to the degree program.
Financing Opportunities
Although some limited funding opportunities are available, assistantships are generally offered to doctoral-level students.
September 2007
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