Language and Literacy (Reading Specialist) (M.S.Ed. or Ed. S.)
Faculty
Paul Abraham, Professor, Director of Master of Arts in Teaching English as a Second Language
Janet Chumley, Associate Professor of Practice
Cheryl Koki, Adjunct
Description
Our Language and Literacy (Reading Specialist) program provides graduate preparation for educators who teach learners with language-based learning disabilities, such as dyslexia and other disorders that interfere with age-appropriate reading, writing and expressive language skills. This research-based program incorporates multi-sensory structured language methodologies for use in both specialized and general education settings.
Coursework, fieldwork, and clinical experiences emphasize visual, auditory, kinesthetic and tactile methods designed to reach all learning styles. Courses address the areas of phonemic awareness, phonics, fluency, vocabulary and comprehension, oral language and writing. This program can also serve as a content degree for Professional Licensure in the following subjects: Early Childhood, Elementary, and Moderate Special Needs.
Learning Outcomes
Simmons’s Language and Literacy (Reading Specialist) program addresses the Massachusetts Department of Education’s standards for Subject Matter Knowledge and Professional Standards for Teachers.
Requirements for entry into program
Students may pursue a Master of Science in Education (M.S.Ed.) or an Educational Specialist (Ed. S.) degree- an advanced degree that provides students who currently hold a master’s degree within an area of educational specialization. Educators also have the opportunity to earn Massachusetts licensure as a reading specialist (PreK-12) by completing an additional practicum.
Costs (Including financing and fellowships / assistantships)
$900 per credit hour
Activity Fee $52 per semester
Delivery Mode or Modes Available (full-time, part-time, locations, technologies, etc.)
Degree requirements
Credits
44-credit program
Core, Pre-requisite, and elective course requirements and progression, etc.
| RDG 406 | The Structure of Language for Teachers | 4 |
| RDG 429 | Language Development and Disorders | 4 |
| RDG 432 | Reading Assessment | 4 |
| RDG 469 | Topics in Clinical Practice | 4 |
| RDG 410 | Multisensory Structured Language_Strategies for Reading | 4 |
| RDG 461 | Reading Research | 4 |
| RDG 433 | Language Essentials for Teachers | 4 |
| RDG 572 | Internship Experience | 4 |
| RDG 428 | Teaching of Writing | 4 |
| RDG 457 | Literacy Support for Learners with SN_Using Technology | 4 |
| RDG 572 | Internship Experience | 4 |
| RDG 573 | Reading Practicum | 4 |
Capstone, placement, internship, practicum, etc.
The two-semester Internship Experience assigns supervised teaching responsibilities for learners who have language, reading, and writing challenges. Requires implementing the methods and materials of the Wilson Reading System throughout the course, and offers certification in Wilson Level One.
The Practicum in Reading provides supervision and mentoring in the area of reading and serves as the practicum for the Reading Specialist License.
Concentrations, specializations, etc.
Licensure, certification, etc.
Educators also have the opportunity to earn Massachusetts licensure as a reading specialist (PreK-12) by completing an additional practicum.
Dual (and other) degree options (With what other degree programs may this program be combined?)
Other program information
Students may pursue a Master of Science in Education (MSEd) or an Educational Specialist (EdS) degree - an advanced degree that provides students who currently hold a master’s degree within an area of educational specialization. Educators also have the opportunity to earn Massachusetts licensure as a reading specialist (PreK-12) by completing an additional practicum.
The International Dyslexia Association (IDA) has recognized Simmons as one of nine university programs in the US that have met the standards outlined in IDA’s Knowledge and Practice Standards for Teachers of reading. The IDA Standards provide the most thorough, research-supported documentation of what all teacher ought to know and be able to demonstrate, whether they are teaching dyslexic students, other struggling readers, or the general student population.