MAE Literacy  (Reading and Writing Endorsement)

(Effective April 2007)

providing learners with advanced experiences in 

- best practices in reading and  writing methods - language development
- emergent literacy - at-risk readers
- continuous and authentic assessment - function of quality literature in children and adolescent literacy
- technology in literacy learning - social, cultural, and political contexts of learning

 

Professional Education Component (21 Hours)

            Required (21 Hours)

           LTCY 518 Literacy Education and Technology  (3 Hours)           
           LTCY 519 Foundations of Reading Instruction (3 Hours)
           LTCY 520 Clinical Diagnosis of Reading Variability (3 Hours)
           LTCY 521 Reading Intervention (3 Hours)
           LTCY 524 Content Area Literacy (3 Hours)
           LTCY 527 Literacy Learning & Cultural Differences (3 Hours)
           LTCY 528 Literacy Research Methods & Evaluation (3 Hours)

Specialization Component (6 Hours)

            Choose one of the following (3 Hours total)

            LTCY 523 Diagnostic Reading Procedures for Classroom Teachers (3 Hours)

            LTCY 624 Seminar in Literacy Issues (3 Hours)

            LTCY 695 Internship in Literacy Supervision (3 Hours)

Restricted Electives (3 Hours) – choose one:

            PSY 510 Advanced Education Psychology (3 Hours)

            PSY 511 Psychology of Learning (3 Hours)

            PSY 519 Psychological Perspectives on Classroom Behavior (3 Hours)

            PSY 540 Behavioral Problems of Childhood and Adolescence (3 Hours)

            ELED 503 Organization of Elementary School Curriculum (3 Hours)

            MGE 571 Middle School Curriculum (3 Hours)

            EXED 516 The Child with Exceptionalities: Perspectives & Issues (3 Hours)

            SEC 580 Curriculum (3 Hours)

            ENG 596 Writing Project (3 of 6 Hours)

            LME 518 Advanced Children’s Literature (3 Hours)

            LME 527 Literature for Young Adults (3 Hours)

            EXEC 523 Curriculum/Methods in Early Childhood Special Education (3 Hours)

            IECE 591 Seminar in Interdisciplinary Early Childhood Education (3 Hours)

Research Foundations (3 Hours):

            EDFN 500 Research Methods (3 Hours)

Research (6 Hours)

            LTCY 599 Thesis

Non-Thesis Option (6 Hours)

            LTCY 522 Investigations in Reading

            LTCY 624 Seminar in Literacy Issues

NOTE:  Hours above 30 count toward Rank 1

Total = 36 hours in program

 
The Literacy Program promotes lifelong learning through reading and writing for pleasure and function for every man, woman, and child.  Graduates from this program are prepared to work in a changing, multicultural world in leadership roles in educational programs and institutions, and private and corporate sectors. The Literacy faculty believes learning is an active process in which students construct, test, and act upon their own understandings.  The Literacy Program is committed to providing lifelong learning for both faculty and students by promoting courses of study that involve students and faculty in academic peer relationships that stress shared responsibility for learning and for the discovery of new knowledge. The Literacy faculty is committed to research, scholarship, and creative work that results in superior teaching and service to the community and to the professions. 

Literacy Program
Course Offerings

LTCY 320 - 3 hours
The Teaching of Reading
Prerequisites:  EDU 250, PSY 310
An introduction to reading instruction for elementary grade children; includes an examination of reading needs, teaching methods, materials, and resources related to reading skills development. Field experiences in public schools and/or other appropriate settings away from campus are required in this course.  Students are responsible for arranging their own transportation to designated or assigned sites. (fall, spring, summer)
Petty | Maples		 LTCY 420 - 3 hours
Reading in the Primary Grades
Prerequisites:  LTCY 320, ELED 345
A second course in reading designed to offer a detailed view of the principles, materials, and methods of instruction for grades P-5.  Field experiences in public schools and/or other appropriate settings away from campus are required in this course.  Students are responsible for arranging their own transportation to designated or assigned sites. 
(fall, spring)

Petty | Suzuki | Maples
LTCY 444/ 421 - 3 hours
Reading in the Middle/Secondary School  
Principles and methodologies currently in use in the middle and secondary grades (5-8) emphasizing reading instruction in the content areas.
Petty | Powers | Suzuki		 LTCY 444/G -  421/G - 3 hours
Reading in the Middle/Secondary School  
Graduate level course for reading in the Middle/Secondary School.  Principles and methodologies currently in use in the middle and secondary grades (5-8) emphasizing reading instruction in the content areas.
Petty | Powers | Suzuki
LTCY 519 - 3 hours
Foundations of Reading Instruction
Analysis of the reading process with emphasis on the psychological and physiological foundations of the reading act.

Petty | Powers | Suzuki | Maples
 

 LTCY 520 - 3 hours
Clinical Diagnosis of Reading Disabilities
The nature and causes of reading disabilities and investigation of general and specific principles and approaches to diagnosis.  Actual case studies using both group and individual tests in diagnosis.
Powers | 
LTCY 521 - 3 hours
Correction of Reading Difficulties (Practicum)
Instructional techniques for use with individuals or groups involved in remedial reading instruction; materials and procedures; clinical experiences with remedial students. 

Powers |

 LTCY 522 - 1, 2, or 3 hours
Investigations in Reading
Maximum total credit allowed:  3 hours
Individual investigation of the research and descriptive literature in the field of reading.

Petty | Powers | 
LTCY 523 - 3 hours
Diagnostic Reading Procedures for Classroom Teachers 
Emphasizes practical methods of reading appraisal, diagnostic procedures, and materials essential for developing teaching strategies in reading instruction. 
Petty 		LTCY 524 - 3 hours
Teaching Reading Skills in the Content Areas
Reading and study skills strategies and techniques to increase student achievement in content-area classes.

Petty

LTCY 624 - 3 hours
Seminar in Reading Problems
Covers research and descriptive literature related to specific reading problems. 

Powers |

  LTCY 518 Literacy Education and Technology (3 Hours)

 Survey of use of technology to promote the development of reading, writing, and teaching and learning via electronic formats. Topics include integration of technology into literacy instruction that supports diverse literacy learners and designing appropriate reading and language arts technology-based projects for literacy learners. 

Petty
LTCY 527 Literacy Learning & Cultural Differences (3 Hours)

Introduction to social factors, cultural factors, and aspects of language that affect teaching and learning of literacy, particularly in reading, writing, and the language arts; application of multicultural perspectives to curriculum development and classroom literacy practices. 

Petty

LTCY 528 Literacy Research Methods & Evaluation (3 Hours)

Investigation and critical analysis of literacy research and theory, and completion of literacy related-research project.

Petty

 

LTCY 695 Internship in Literacy Supervision (3 Hours)

 

 Special Reading Academies/Grants

Kentucky Reading Project
Kentucky Adult Educators Literacy Institute
Nelson County Reading Academy
E-Train Express
Just Think! 

 

Graduate Student Resources
Potential first-time graduate students are now able to apply online for graduate admissions. We believe that this will expedite the application process, increase the applicant pool, and ultimately reduce workloads for departments and graduate coordinators. The online application can be found on the Graduate Studies home page (http://www.wku.edu/graduate/) under "Prospective Students."

The process parallels the undergraduate procedures and so far seems to work efficiently. Please note that students will still need to provideaccompanying materials (e.g. official transcripts, GRE scores TOEFL etc.). Worth noting are some procedural changes, necessitated by moving to online applications. The most noteworthy change is that ALL graduate students applying for admission to programs (Summer 2007 and later) must be admitted (either to the program or as interim non-degree students) PRIOR to enrollment in any graduate classes. As a result, we either need to receive departmental admission decisions as quickly as possible, or ask students to change their admission category to interim non-degree. The administrative procedure of allowing students to take one semester of credits, without being admitted, is no longer possible.

Students with incomplete admission files can be admitted as interim non-degree students and register for one semester of credits. The change is that these students MUST now be admitted as non-degree seeking students in order to register. Please keep in mind that any non-degree graduate student continues to be ineligible for any type of financial aid or GA assignment.  Graduate students who wish to take classes without seeking admission to a graduate program may still do so as regular non-degree students. Regular non-degree seekers are in a different admissions category than students missing application materials who are admitted as interim non-degree.

It should now state that students must be admitted as interim non-degree seeking students in order to enroll for one semester of coursework prior to admission to a graduate program.

Special Instructional Programs
Literacy Program
Tate Page Hall 363
Western Kentucky University
Bowling Green, KY  42101
(270) 745-2922
FAX:  (270) 745-6435

07/02/2007 10:23:07 AM