• Admission Requirements for the M.A.R.I. Program
• Attendance Policy
• Academic Standards and Evaluation
• Program Requirements
• Degree Requirements and Classes
• Course Descriptions
• Reading Teacher Endorsement

The Master of Arts in Reading Instruction degree is designed to provide candidates with the knowledge, skills and dispositions to become more highly-skilled teachers of reading or to become leaders of reading programs. The M.A.R.I. program is intended for practicing certified teachers who seek to enhance their classroom literacy instruction, deepen their knowledge of reading, and prepare themselves for positions and responsibilities as reading specialists.

The M.A.R.I. program also offers candidates the opportunity to earn a Reading Teacher Endorsement. At the present time, candidates seeking endorsement complete 24 of the 36 semester hours offered in the program. Courses and requirements for both degree and endorsement candidates are aligned with the Reading Specialist Standards (2003) of the IRA.

Full-time coursework leading to the degree consists of 6 semester hours per term for a total of 18 semester hours per year and 36 semester hours for the M.A.R.I. degree. Of the 36 semester hours, 6 involve supervised clinical practica in assessment and instruction with struggling readers. The program also involved candidates in various field experiences in which they apply course content to their classroom instruction or to individual work with a struggling reader.

Coursework leading to the endorsement consists of 24 semester hours spread out over the course of six terms. Due to the fact that the endorsement candidates do not take all courses, there may be terms when they are not enrolled for the full 6 semester hours.

Endorsement candidates complete 6 semester hours of supervised clinical practica involving assessment and instruction with struggling readers. The program also involves them in various field experiences in which they apply course content to their classroom instruction or to individual work with a struggling reader.

Prior to completion of the degree or endorsement program, students must also pass the ISBE Reading Specialist or Reading Teacher content area test in order to receive the Reading Teacher Endorsement or Certification.

Admission Requirements for the M.A.R.I. Program

In addition to the general University “Graduate Admission Requirements and Procedures,” the following are required for entrance into the M.A.R.I. Program:

1. current teaching certificate
2. Two years of teaching experience prior to beginning of graduate studies for the M.A.R.I.
3. Three letters of recommendation, including one from the candidate’s immediate supervisor

Attendance Policy: All Graduate Education Programs

Attendance is mandatory at all class sessions. If a candidate is to be absent for any reason, he/she must discuss the expected absence with the course instructor before it occurs.

Academic Standards and Evaluation in Graduate Education Programs

Upon completion of each course, a letter grade is assigned to each candidate. At the graduate level, a “C” grade indicates less than complete mastery of the content and methods of the course. Only two grades of “C” are accepted at the graduate level in the M.A.R.I. program and they must be balanced by two course grades of “A”. If a “C” is received within the first three courses, the candidate may be removed from the program by action of the program faculty.

Program Requirements

Thirty-six semester hours are required for the M.A.R.I. Thirty semester hours involve coursework designed to develop candidates’ content knowledge and skills related to reading instruction and program leadership. The remaining 6 semester hours are spent in supervised clinical experiences involving assessment (EDU6340) and instruction (EDU6410) with struggling readers.

The College of Education Graduate Faculty Committee may accept a maximum of 9 semester hours of graduate credit from regionally accredited institutions of higher learning for application toward elective degree requirements. Transfer credit must be accepted prior to enrollment in the first M.A.R.I. course. Graduate faculty reserve the right to decide on the applicability of any and all transfer credit.

Candidates requesting transfer credits must submit a “Request for Transfer Credit” form with their admission application. All courses must be less than five years old at the time of admission and must be completed with a grade of “B” or better. An official transcript must be provided. It is University policy that no more than 6 semester hours taken as a “Student-at-Large” may be applied toward a graduate degree program.

Degree Requirements for M.A.R.I.

• 30 semester hours in content classes related to literacy, an action research project, and supervision and administration for reading specialists ‡
• 6 semester hours of supervised clinical practica involving assessment and tutoring with struggling readers

Degree Requirements for the Reading Teacher Endorsement

• 18 semester hours in content classes related to literacy
• 6 semester hours of supervised clinical practica involving assessment and tutoring with struggling readers

Content area classes

• EDU6310 Effective Word Study Instruction (3)
• EDU6320 Effective Comprehensive Instruction (3)
• EDU6330 Literacy in the Content Areas (3)
• EDU6350 Teaching Reading to Diverse Learners (3)
• EDU6360 Interventions to Improve Literacy (3)
• EDU6370 Texts for Children (3)

Practicum classes

• EDU6340 Assessment of Literacy Learning (3)
• EDU6410 Practicum in Reading (3)

Additional classes for degree candidates

• EDU6300 Professional Research in Literacy Learning I (3)
• EDU6400 Professional Research in Literacy Learning II (3)
• EDU6380 Supervision and Administration in Literacy I (3)
• EDU6390 Supervision and Administration in Literacy II (3)

Course Descriptions

EDU6300 Professional Research in Literacy Learning I 3 semester hours
In this course, the candidates will learn about designing and implementing an action research project that will be conducted during their participation in the M.A.R.I. program. The topics for research will emerge from questions generated by in-class discussions, professional language arts interests, a broad review of the research on literacy, and discussions of theories related to literacy instruction. The questions will launch individual and/or group investigation with application to the candidates’ classrooms through the process of action research — a systematic process of inquiry.
No prerequisites.

EDU6310 Effective Word Study Instruction 3 semester hours
The focus of this course is on the assessment and instruction related to the development of students’ skills in phonemic awareness, phonics, sight vocabulary, context, morphology, and spelling in grades K-12. A field experience is a requirement of the course.
No prerequisites.

EDU6320 Effective Comprehensive Instruction 3 semester hours
The focus of this course is on the assessment and instruction related to the development of comprehension skills in students in grades K-12. A field experience is a requirement of the course.
No prerequisites.

EDU6330 Literacy in the Content Areas 3 semester hours
This course is designed to provide literacy educators with strategies for the integration of language arts in the content areas. Topics include pre-reading/during-reading/post-reading strategies, study skills, vocabulary development strategies, writing to learn, and learning with textbooks/trade books/electronic texts. Requires five field experience hours.
No prerequisites.

EDU6340 Assessment of Literacy Learning 3 semester hours
In this supervised clinical experience, candidates focus on the diagnosis and correction of reading difficulties in students, grades K-12. Candidates will work with struggling readers, administering, scoring, analyzing, and communicating the results obtained from a variety of formal and informal assessments. Case study reports will be written based on the assessments completed with the struggling reader.
Prerequisite: successful completion of content area classes.

EDU6350 Teaching Reading to Diverse Learners 3 semester hours
In this course, the candidate explores reading strategies for developing differentiated lesson plans that meet the needs of diverse learners. A field experience is a requirement.
No prerequisites.

EDU6360 Interventions to Improve Literacy 3 semester hours
In this course, the candidate investigates various intervention models which meet the needs of struggling readers within the context of the regular instructional program or as an addition to regular classroom instruction. A field experience is a requirement.
No prerequisites.

EDU6370 Texts for Children 3 semester hours
This course provides information for the successful selection and integration of high-quality children’s and young adult narrative and expository texts into classrooms in grades K-12.
No prerequisites.

EDU6380 Supervision and Administration in Literacy I 3 semester hours
In this course, the candidates examine the responsibilities of the reading specialist within the context of an individual school building. Topics include models for the delivery of reading services; legal and legislative influences on reading specialists; collaboration and consultation with teachers; providing professional development; evaluating existing reading programs and planning for change; communicating with staff, administration and community; securing funding; and continuing personal development as a reading professional.
No prerequisites.

EDU6390 Supervision and Administration in Literacy II 3 semester hours
In this course, the candidates examine the responsibilities of the reading specialist within the context of a school district and surrounding community. Topics include accessing, gathering, and evaluating district-level assessment data related to reading; planning professional development; becoming informed about budgeting for curriculum and reading programs; communicating with staff, administration, and the public; securing funding; and continuing personal development as a reading professional.
Prerequisite: EDU6380.

EDU6400 Professional Research in Literacy Learning II 3 semester hours
In this course, the candidates conclude their action research projects that were initiated in EDU6300 and share with their colleagues. Candidates also update their personal philosophies on becoming a reading specialist.
Prerequisite: EDU6300.

EDU6410 Practicum in Reading 3 semester hours
In this supervised clinical experience, the candidates will develop, implement and evaluate individualized instructional plans, based on strengths and areas of need determined from assessment batteries completed with struggling readers. Case study reports will be written based on the sessions conducted with struggling readers, and the reports will be shared with parents, students and school personnel.
Prerequisite: EDU6400.

The Reading Teacher Endorsement

In addition to the M.A.R.I., the Reading Teacher Endorsement is offered.

The Reading Teacher Endorsement will provide students with the knowledge, skills and dispositions to perform successfully as a teacher of reading in the K-12 schools. The endorsement requires 24 semester hours, including a practicum, and also meets the No Child Left Behind (NCLB) highly qualified criteria for subject-area knowledge. In order to receive the middle school graduate Reading Teacher Endorsement, candidates must also complete two additional 3-semester hour pedagogy courses. These students must pass the Reading Teacher content area test prior to receiving the Reading Teacher Endorsement.

Endorsement candidates are expected to complete 24 semester hours of credit in reading, including a practicum, distributed through the following areas required by the Illinois State Board of Education (ISBE):

1. Foundations of reading
2. Content-area reading
3. Assessment and diagnosis of reading problems
4. Developmental and remedial reading instruction and support
5. Developmental and remedial materials and resources
6. Literature appropriate to students in all grade levels

Candidate must also pass the ISBE Reading Specialist or Reading Teacher content area test prior to receiving the Reading Teacher Endorsement.

Please Note: The information listed on this page is current according to the 2007-2009 Graduate Catalog, unless otherwise noted.

‡ This information has been added since the printing of the 07-09 Graduate Catalog.