RDG 405 Oral Language and Vocabulary Development

Oral language is foundational to all literacy development. This course will explore vocabulary as the connection between oral and written language. It will address the needs of reading including English Language Learners.

RDG 407 Structured Literacy I

The course addresses teaching critical components of literacy instruction: phonology, phonological awareness, sound syllable correspondence, and morphology utilizing a structured literacy approach.

RDG 410 The Teaching of Reading

This course provides an intensive overview of structured literacy in word recognition and reading comprehension.

RDG 411 Assessment and Instruction

This course promotes current perspectives and tools for reading assessment. Stude3nts will learn how to provide differentiated instruction. Topics include progress monitoring, response to intervention for reading and reporting student progress.

RDG 412 Prescriptive Reading for SPED

This course provides an intensive overview of structured literacy in word recognition and reading comprehension.

RDG 414 Models of Literacy

This course examines essential theoretical models of reading, literacy development and language acquisition from the past to present including new evidence-based models of reading from brain research, science of reading and structured literacy.

RDG 415 Supporting Readers Grades 6 -12

This course provides students with information about the challenges older struggling readers face across academic areas. Students will learn ways to teach reading, motivate learners and improve reading proficiency across content areas. Students will learn assessment tools to diagnose reading difficulties and implement reading interventions.

RDG 416 Reading: The Five Pillars

Will investigate the five pillars of reading established by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency and comprehension. Evidence based teaching practices which include the five components will be offered. The preferred ways of teaching each of the essential reading skills, concepts and strategies necessary for success in literacy will be offered.

RDG 417 Foundations in Early Literacy

Course will focus on reading readiness, emergent literacy and early reading development research and the instructional practices relating to preschool, kindergarten, and the primary school; course includes field experience.

RDG 418 Structured Literacy II

The course addresses teaching critical components of literacy instruction: vocabulary, syntax, reading comprehension, spelling and the reading-writing connection utilizing a structured literacy approach.

RDG 420 Comprehensive View of Dyslexia

The course introduces participants to the neurobiological origin of dyslexia and the comorbid conditions that may accompany it. The content explores the roles of executive functions in literacy instruction. Participants acquired competence in identifying dyslexia, are introduced to multisensory instructional methods for literacy skill development, and learn about appropriate classroom accommodations and uses of assistive technologies for students experiencing dyslexia.

RDG 422 Strengthening Reading-Writing Connections (NEW)

This course provides an advanced, research-informed examination of how literacy processes interact across reading and writing. Grounded in the Science of Reading and contemporary writing pedagogy, this course emphasizes diagnostic decision-making, targeted intervention design, and equitable instructional approaches for multilingual learners and students with reading and writing difficulties. Graduate students critically analyze empirical research, evaluate curriculum materials, and design integrated literacy experiences that strengthen linguistic, cognitive, and disciplinary knowledge across grade levels. Application to classroom practice and professional reflection are central components of the course.

RDG 437 Approaches to Language Arts

This course will explore theory and methods in the teaching of language arts that promote speaking, reading, writing, viewing and representing ideas. Topics include new methodologies for engaging learners in language, supporting English Language Learners and preparing learners for lifelong literacy.

RDG 453 Children’s Literature and Other Reading Methods

This course will explore the methods and materials for elementary and secondary reading that includes children’s literature, trade books, basal reading programs, decodable text and digital sources for reading. It is an in depth look at children’s literature characteristics, genres, awards and databases. Special attention to the establishment of desirable reading habits and lifelong literacy.

RDG 460 Content Area Literacies

This course will provide secondary teachers with a foundation in how adolescent readers learn to read and access learning in the content areas. Grade levels addressed are 6-12. Topics include creating literate environments, importance of oral language, supporting English Language Learners, and teaching reading.

RDG 479 Reading Seminar

Current issues and trends in reading instruction will be investigated and discussed. Students will apply approach and methods of structured literacy to other learning contexts, such as writing and other content areas.

RDG 481 Practicum in Reading

This course is a supervised field experience to provide practice, demonstration, self-evaluation, and validation of competencies gained in the Reading Program. The students have a choice of emphasis of study based upon need or interest.

RDG 505 Oral Language and Vocabulary Development

Oral language is foundational to all literacy development. This course will explore vocabulary as the connection between oral and written language. It will address the needs of reading including English Language Learners.

RDG 507 Structured Literacy I

The course addresses teaching critical components of literacy instruction: phonology, phonological awareness, sound syllable correspondence, and morphology utilizing a structured literacy approach.

RDG 510 The Teaching of Reading

This course provides an intensive overview of structured literacy in word recognition and reading comprehension. This course is for students seeking Alternative Licensure.

RDG 511 Assessment and Instruction

This course promotes current perspectives and tools for reading assessment. Stude3nts will learn how to provide differentiated instruction. Topics include progress monitoring, response to intervention for reading and reporting student progress.

RDG 512 Prescriptive Reading for SPED

This course identifies theoretical and practical aspects of using formal and informal diagnostic procedures; selecting appropriate test batteries, prescribing instructional materials, and using appropriate teaching techniques based on individual diagnosis will be emphasized.

RDG 514 Models of Literacy

This course examines essential theoretical models of reading, literacy development and language acquisition from the past to present including new evidenced-based models of reading from brain research.

RDG 515 Supporting Readers Grades 6 -12

This course provides students with information about the challenges older struggling readers face across academic areas. Students will learn ways to teach reading, motivate learners and improve reading proficiency across content areas. Students will learn reading assessment tools to diagnose reading difficulties and implement reading interventions.

RDG 516 Reading: The Five Pillars

Students will investigate the five pillars of reading established by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency and comprehension. Evidence based teaching practices which include the five components will be offered. The preferred ways of teaching each of the essential reading skills, concepts and strategies necessary for success in literacy will be offered.

RDG 517 Foundations in Early Literacy

This course explores emergent literacy and early reading development. Topics include oral language development, language acquisition, phonology, phonemic awareness and phonics. It addresses creating literacy environments and the importance of letter recognition and concepts of print in learning to read.

RDG 518 Structured Literacy II

The course addresses teaching critical components of literacy instruction: vocabulary, syntax, reading comprehension, spelling and the reading-writing connection utilizing a structured literacy approach.

RDG 520 Comprehensive View of Dyslexia

This course is designed to help learners acquire competence in the identification of dyslexia. Early identification and teaching strategies to overcome and compensate for the difficulties has proved successful with many students experiencing dyslexia. Both theoretical and practical applications will be emphasized. Current information on brain research and its implications will be investigated Guidelines for parents of children with dyslexia will be addressed.

RDG 522 Strengthening Reading-Writing Connections

This course introduces students to foundational theories and evidence-based practices that link reading development with writing proficiency. Through hands-on activities, collaborative learning and structured practice, candidates explore how decoding, spelling, vocabulary, syntax, and text structure knowledge support both reading comprehension and written expression. Emphasis is placed on instructional routines aligned with the Science of Reading, including explicit instruction, scaffolding, and responsive assessment. Candidates design lesson components that integrate reading and writing to support diverse learners in K-12 settings.

RDG 526 Instructional Methods for Dyslexia

The course will address the delivery of evidence-based, multisensory instruction to students with dyslexia that is direct, explicit, sequenced, systematic and cumulative. The course will also address how the stages of literacy development and the individual challenges students with dyslexia experiences affect the planning and delivery of effective literacy instruction.

RDG 537 Approaches to Language Arts

This course will investigate current topics in literacy education that expand our understanding of reading and writing in a digital and global society.

RDG 553 Children’s Literature and Other Reading Methods

This course will explore the methods and materials for elementary and secondary reading that includes children’s literature, trade books, basal reading programs, decodable text and digital sources for reading. It is an in depth look at children’s literature characteristics, genres, awards and databases. Special attention to the establishment of desirable reading habits and lifelong literacy.

Exploration of the methods and materials/trade books for elementary and middle school teaching; includes a survey of different types of literature for children. Special attention is given to the establishment of desirable reading habits and lifelong learning.

RDG 560 Content Area Literacies

This course will provide secondary teachers with a foundation in how adolescent readers learn to read and access learning in the content areas.

RDG 579 Reading Seminar

Current issues and trends in reading instruction will be investigated and discussed. Students will apply approach and methods of structured literacy to other learning contexts, such as writing and other content areas.

RDG 581 Practicum in Reading

This capstone course is a supervised field experience to provide practice, demonstration, self-evaluation and validation of competencies gained in the Reading Program. The students have a choice of emphasis of study based on need or interest.

RDG 583 Dyslexia Practicum

The practicum is a supervised field experience that integrates the theoretical study of dyslexia and intervention practices with application to authentic settings and stakeholders. Participants will practice, demonstrate and validate the competencies learning in the Dyslexia Graduate Certificate Program.

We currently offer a Graduate Certificate program focused on Dyslexia.

The requirements for completion are 15 credit hours.

RDG 507 Structured Literacy I
RDG 518 Structured Literacy II
RDG 520 Dyslexia
RDG 526 Instructional Methods for Dyslexia
RDG 583 Dyslexia Practicum (Exit Event)

Note: The Dyslexia Certificate can be applied to the completion of an MAT – Reading.

Our new Graduate Certificate Program helps educators develop expertise and experience as a Literacy Specialist/Coach. This program begins in Fall 2026.

The requirements are 18 Credit Hours.

The specific course sequence is flexible and individualized.

This graduate certificate can be applied to the completion of a MAT-Reading.

 

FOUNDATIONAL COURSES

(2 courses; 6 credit hours)

• RDG 507: Structured Literacy I
• RDG 518: Structured Literacy II
• RDG 514: Models of Literacy
• RDG 522: Strengthening Reading-Writing Connections
• RDG 560: Content Area Literacy

ASSESSMENT, INSTRUCTION AND INTERVENTION COURSE

(1 course, 3 credit hours)

• RDG 511: Assessment and Instruction
• RDG 512: Prescriptive Reading for SPED
• RDG 515: Supporting Readers Grades 6 -12
• RDG 517: Foundations in Early Literacy

GUIDED ELECTIVES

(2 courses; 6 credit hours)

• RDG (500 – 599) course not already in use
• BLED (500-599) course not already in use
• SPAN (500-599) course not already in use

 

EXIT EVENT

(1 course; 3 credit hours)

• RDG 579: Reading Seminar: Directed Studies
• RDG 581: Practicum in Reading
• RDG 583: Dyslexia Practicum

The Teaching – Reading M.A.T. program prepares educators to become skilled Reading Specialists through a focused blend of core knowledge, structured literacy training, and applied practicum experience. The program emphasizes research-based instruction, child development, and current issues in education, while also building expertise in assessment, structured literacy, and contextual knowledge such as ESL methods. As noted in the degree plan, it is designed “for students who have undergraduate/graduate professional education preparation” and “focuses on preparing teachers to be Reading Specialists.” Students complete 36 credit hours, including a nine-hour graduate core, a nine-hour reading education core, contextual coursework, reading electives, and a capstone practicum, culminating in a comprehensive exit exam.

Admission to the College of Education

EDUC 529 – ALT or TEP Orientation

Core Knowledge (9 credit hours)

ECED 531 – Research in Child Growth, Development and Learning

Or

EDUC 500 – Methods of Research

Or

EDUC 503 – Action Research

And

EDUC 506 – Education: Current Issues and Perspectives

EDUC 528 – Student Growth and Development

Reading Education Core Requirements (9 credit hours)

RDG 507 – Structured Literacy I

RDG 518 – Structured Literacy II

RDG 511 – Assessment and Instruction

Contextual Knowledge (3 credit hours)

BLED 545 – ESL Methods for Content Literacy

 

Reading Education Requirements (Choose 4 reading courses from the list below, each course is 3 credit hours = 12 credit hours)

RDG 505 – Oral Language and Vocabulary Development

RDG 514 – Models of Literacy

RDG 515 – Supporting Readers Grades 6-12

RDG 517 – Foundations in Early Literacy

RDG 520 – Comprehensive View of Dyslexia

RDG 526 – Instructional Methods for Dyslexia

RDG 537 – Approaches to Language Arts

RDG 553 – Children’s Literature

RDG 560 – Content Area Literacies

RDG 579 – Reading Seminar

 

Capstone (3 credit hours)

RDG 581 – Practicum in Reading

Or

RDG 583 – Dyslexia Practicum

 

Exit Requirement

All students pursuing the Reading M.A.T. must successfully complete a written comprehensive examination.