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Reading & Literacy Instruction

The Reading & Literacy Instruction program has four degree options.

  • MSEd licensure: This 44 credit (11 courses + practicum) option leads a currently licensed MA educator to a second initial license as a Reading Specialist. If students already have Orton-Gillingham Certification, they must transfer the certification (8 credits) and complete the remaining 36 credits at Bay Path University.
  • MSEd non-licensure: This 44 credit option is available without the practicum. The 9 practicum credits will become elective credits at the graduate level.
  • EdS licensure: With this 47 credit option, students enrolled must also take SPE 540 Research in Education. If students already have Orton-Gillingham Certification, they must transfer the certification (8 credits) and complete the remaining 39 credits at Bay Path University.
  • EdS non-licensure: This 47 credit option is available without the practicum. The 9 practicum credits will become elective credits at the graduate level. Students enrolled in the EdS program must also take SPE 540 Research in Education.

Curriculum & Schedules

Code Course Name Credit Hours
RDG528 Orton-Gillingham Coursework 4

The Orton-Gillingham (O-G) approach is biologically and linguistically sound, diagnostic and prescriptive, structured, yet flexible. It is designed for the teacher who will work to individualize instruction to meet the intensive needs of struggling language learners. All aspects of the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) Associate Level Curriculum will be covered through 45 hours of coursework and a practicum experience.

RDG529 Orton-Gillingham Practicum 4

The practicum seminars sessions run concurrently with the 100 hour practicum experience with 10 observations which cover all aspects of the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) Associate Level Curriculum. Prerequisite: RDG528

RDG530 Reading Research 3

This course will provide a definition of scientific research and a review of reading research. The focus will be on the importance of using research to guide evidence-based instructional practice in literacy, define scientific research, examine three types of research studies (longitudinal research, meta-analysis, and clinical trials), present guidelines for evaluating the quality of particular research studies.

RDG532 Informational and Narrative Text for Children and Adolescence 3

This course introduces the reading comprehension strand of the Project Read Program combined with exposure to the Madeline Hunter lesson plan guide and instruction techniques. Participants will become familiar with the Project Read Comprehension curriculums in order to successfully teach the concepts and skills required for student to become successful readers and become fluent in planning lessons using Hunter’s elements of effective instruction that elicit active participation, time on task, and learning and retention.

RDG534 Reading and Writing Assessment 3

This course will provide experience in administering and interpreting data obtained from formal and informal reading, spelling and writing assessments, and provide the ability to develop specific recommendations for appropriate reading, spelling, and written language curricula in order to enhance skills for all students, particularly those who have difficulty learning to read, write, or spell through traditional classroom methods.

RDG536 Literacy and the Change Process District/School Action Planning 3

This course focuses on conducting a needs assessment and developing a strategic literacy action plan for a district or school. A strategic literacy plan encompasses determining the current state of literacy, including gaps and redundancies in the literacy initiative, and identifying strategies for increasing student achievement in the area of literacy.

RDG538 Language Disorders and Literacy 3

This course explores the components of typical and atypical language development. Instruction will focus on the different aspects of language, including, phonology, morphology, semantics, syntax, and pragmatics. In addition, time will be spent on exploring the behavioral manifestations associated with language disorders and the influence on academic performance, including written language skills and the relationship to reading/writing instruction will be carefully reviewed.

RDG543 Teaching of Writing 3

Designed to provide educators with the information necessary to teach all students, this course focuses on the current research on evidence-based writing strategies and programs. Participants will identify and engage in instructional methods for supporting struggling writers. Exposure to assistive technology, assessment, and the arts will be explored as ways to increase and support writing outcomes for all students.

RDG548 Structure of Language Part ll – Meaning, Syntax and Semantics 3

This course will focus on reading comprehension instruction. Participants will study the factors that influence comprehension including fluency, word meaning (semantics), sentence structure (syntax), text organization, discourse structure and meta-cognitive processes. Throughout the course, students will construct knowledge in the development of reading comprehension in order to recognize and support students with reading difficulties.

RDG554 Pre-practicum and Seminar 0

Pre-practicum and seminar class meets four times during the fall semester and is designed to get the student ready for the practicum experience. PLEASE NOTE: A student needs to have enrolled and completed RDG 554 in order to enroll in practicum. The course is for 0 credit and a grade is either pass or fail. A student needs a grade of pass in order to enroll in the practicum.

RDG590 Reading Practicum with Practicum Seminar Sessions 9

This practicum in reading is a required course for the Massachusetts reading specialist licensure and is carried out in a Massachusetts public school district. The reading licensure candidate works with students, faculty, and administrators to fulfill various roles of the reading specialist. The practicum seminars provide a forum for open discussion of goals and problem solving based on the practicum experience. The practicum is a total of a minimum 150 in-field hours and addresses the Professional Standards for Teachers required for this license. Pre-requisites include a 3.0 or higher in every course, a passing score on the MTEL for the reading specialist license, and approval of the Department. The practicum is completed in the final semester of the program.

SPE525 Multisensory Language and Literacy Strategies 3

Students explore content and teaching strategies used to develop competent readers and writers, based upon guidelines in the Massachusetts Curriculum Frameworks and techniques for developing skills to facilitate placement in the least restrictive environment. Topics include the teaching of reading; expanding literacy across the content areas, language arts instruction, diagnosis and assessment of reading skills using a variety of assessment techniques, educational terminology; theories of language development; design and modification of curriculum and intervention programs for success in reading for all levels. Focus on identifying and developing appropriate multisensory structured language strategies including knowledge of theories, programs and practices, phonemic awareness, phonics, and vocabulary development, use of formal and informal assessments; and ways to prepare and maintain students in general education. At least 10 hours of instruction covering the teaching of reading are delivered in this course.

SPE540 Research in Education 3

Applied research methodologies, including case analysis, action research, and survey research will be investigated to enable educators to become consumers of available research and to conduct appropriate research projects focusing on the application of programmatic coursework to improving school/community-based curriculum and instruction.

SPE547 Structure of Language Part l: Phonology, Orthography, Morphology 3

This course is designed to give participants a working knowledge of phonetics, phonology, orthography, and morphology - the building blocks for effective teaching of word recognition, vocabulary, and spelling - and insight into the difficulties of children with decoding and encoding problems.