Master of Science Degree in Teacher Education
Reading Education Concentration
Admission and Progression
Reading Education Concentration (Track I)
Track I is for students who hold a valid Tennessee teaching license, or for those preparing to teach on the post-secondary level, or for those preparing for careers that do not require teacher licensure.
Admission
Students must meet all current graduate school admission requirements in addition to submitting a departmental application and three rating forms. The departmental application, rating forms, and other requirements are available from the department (Vicki Church, 865-974-2321, vickic@utk.edu and http://cehhs.utk.edu).
Advisement
It is the student's responsibility to establish and maintain communication
with a Reading Education faculty member when admitted to the
graduate program.
Reading Education Faculty
The University of Tennessee Reading Center is home to faculty and students who are affiliated with Reading Education. Prospective students as well as admitted students are invited to contact faculty members to discuss their particular program needs.
Masters in Teacher Education Committee
The student selects a chairperson
(may be the advisor but need not be) and a minimum of
two additional faculty members to serve as a committee after admission. The chairperson must be a member of the Reading Education faculty. The committee plans
the student's coursework, supervises progress, recommends admission to candidacy, directs the student's research and coordinates the final examination.
Reading Specialist Licensure
If the student is not already certified as a reading specialist, the course of study may be designed to obtain the state of Tennessee PreK-12 Reading Specialist licensure (PDF) by selecting courses required for licensure under both the Concentration and Related categories.
At the time of licensure recommendation, teachers must have completed 3 years of teaching experience and successfully complete the
PRAXIS #0300. The state recognizes the year-long internship as one of the 3 years required for license.
Requirements
Both thesis and non-thesis options are available for Track I Masters students. The thesis option requires a minimum of 30 hours, satisfactory completion of a written thesis and oral defense of thesis; 2/3 or total hours of MS coursework must be 500-level or above (22 credit hours).
The non-thesis option requires a minimum of 33 hours, satisfactory completion of written comprehensive examination, and as in the thesis option, 2/3 or total hours of coursework must be 500-level or above (24 credit hours).
A maximum of 6 semester hours may be transferred from another graduate degree-granting institution, but only with the approval of the committee. Additional hours may be transferred from institutions within the UT system.
Non-thesis Option (33 credit hours) |
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Credit Hours |
|
Core |
12 |
|
TPTE 517 |
Trends and Issues in Education: Examination of contemporary trends and issues in education. |
3 |
|
Research design course - selected by student and advisor. |
3 |
|
Other courses selected by student and advisor. |
6 |
|
Concentration - Reading Education courses selected from list below (minimum) |
12 |
|
Related Courses - Courses to support student's goals. |
3-12 |
Reading Concentration
Students who have not yet obtained licensure as a PreK-12 Reading Specialist may fulfill course requirements for the state of Tennessee (http://www.tennessee.gov/education) by taking the following courses, or alternative courses, as determined by the student and Advisor, and based on prior coursework and experiences.
Reading Education |
Credit Hours |
|
READ ED 529 |
Emergent Literacy: Theory and practice in emergent literacy. Focus on the development of early reading and writing from preschool through first grade. |
3 |
READ ED 530 |
Teaching Reading in the Elementary School: Trends in methods, materials, basic approaches, skill development and assessment procedures for teaching reading at elementary school level. Recommended Background: Course in teaching of reading or consent of instructor. |
3 |
READ ED 537 |
Diagnosis and Correction of Classroom Reading Problem: Procedures, methodologies, and materials for diagnosing and correcting classroom reading problems. Recommended Background: Course in reading education or equivalent teaching experience or consent of instructor. (Or READ ED 538 Practicum in Diagnosis of Reading Problems (3) if a course similar to 537 was part of an earlier masters) |
3 |
READ ED 539 |
Practicum in Remediation of Reading Problems:Application of learning and teaching methodology in working with elementary and/or secondary school students on one-to-one or small group basis. (DE) Prerequisite: 537 |
3 |
READ ED 540 |
Teaching the Struggling Adolescent Reader: Methods of teaching middle and high school students who do not have sufficient reading skill to successfully engage in required reading. Recommended Background: Course in reading education, or equivalent teaching experience, or consent of instructor (or READ ED 461 or READ ED 543) |
3 |
READ ED 461 |
Developing Reading Skills in Content Fields: Teaching reading and study skills in content areas of school program. Extensive assessment of textbooks. Emphasis on middle school and high school. |
3 |
READ ED 543 |
Literacy and Literature in the Middle Grades: Problems and issues particular to teaching reading in the middle grades including teaching reading in an integrated curriculum, dealing with students reading below grade level, and teaching concept vocabulary. The literature base for early adolescents will be explored and analyzed. |
3 |
READ ED 605 |
Organizing and Administering Reading Programs: Diagnosing and teaching children having developmental and corrective reading needs in the regular classroom. Recommended Background: Course in diagnosis and correction of reading problems or consent of instructor. |
3 |
If the student has already taken the above courses, or if the student has already obtained Reading Specialist licensure, the student may select from the following related courses: |
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|
READ ED 519 |
Transacting with Literature: Strategies for integration of language, writing, content, literature, and higher level thinking skills (K-12). |
3 |
READ ED 534 |
Seminar in Reading Education: Repeatability: May be repeated. Maximum 6 hours. |
1-6 |
READ ED 536 |
Psychology of Reading: Reading act, relationship between learning theory and reading, role of reading in child's overall intellectual development. Affective and cultural factors. Recommended Background: 500-level course in reading education or consent of instructor. |
3 |
READ ED 538 |
Practicum in Diagnosis of Reading Problems: Theoretical and practical applications of specific reading diagnostic instruments; testing of elementary and/or secondary school students, preparing case study reports, and conducting parent conferences. Recommended Background: Course in diagnosis and correction of classroom reading problems or consent of instructor. |
3 |
READ ED 543 |
Literacy and Literature in the Middle Grades: Problems and issues particular to teaching reading in the middle grades including teaching reading in an integrated curriculum, dealing with students reading below grade level, and teaching concept vocabulary. The literature base for early adolescents will be explored and analyzed. |
3 |
Elementary Education |
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ELEM ED 504 |
Studies and Theory in Language Development: Studies and theory of language development in children. Recommended Background: An elementary school language arts course or consent of instructor. |
3 |
ELEM ED 528 |
Teaching Language Arts in Elementary and Middle School: Recent trends and current materials and methods in teaching elementary language arts (except reading). Recommended Background: Course in language arts or consent of instructor. |
3 |
ELEM ED 550 |
Assessment and Correction of Language Arts Difficulties: Procedures and materials for diagnosing and correcting language arts difficulties; analysis of children's work. Recommended Background: At least one language arts course or consent of instructor. |
3 |
English Education |
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ENGLISH ED 508 |
Teaching Composition in the Secondary School: Teaching narration, description, exposition, and argumentation; writing process and marking of student papers. |
3 |
ENGLISH ED 543 |
Teaching Language Arts in the Middle Grades: Activities in this class are intended to promote the professional growth of pre-service and in-service language arts teachers through study, design, and implementation of language arts curriculum and instructional strategies. In particular, methods of teaching contemporary language arts content in grades 4-8 will be explored. |
3 |
Special Education |
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SP ED 587 |
Seminar: Issues and Theories in the Education of the Exceptional Child:Current trends. Analysis of timely research and theoretical issues. |
3 |
Educational Administration |
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Educational Administration selected licensure courses: http://web/utk.edu/~tpte/eas/ |
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Contact CEHHS
335 Claxton Complex
1122 Volunteer Boulevard
Knoxville, Tennessee 37996
Phone: 865-974-2201
Fax: 865-974-8718