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MEd in Curriculum & Instruction: Reading Interventionist

What’s a reading interventionist? By definition, it’s a teacher who works extensively with struggling readers. In our eyes, it’s an educator who has the power to help students explore new and exciting worlds, meet historical figures, solve gripping mysteries, and cultivate their passions—all by enabling them to flip through pages with confidence. Be that memorable teacher with an MEd in Curriculum & Instruction: Reading Interventionist from Concordia.

Aligned with the International Dyslexia Association standards and the International Literacy Association Standards for Reading Professionals, this online program will strengthen and polish your instructional skills for the teaching of reading in the general education classroom and for becoming a literacy teacher leader. This master’s degree is also a compelling choice should you choose to develop reading excellence in students.

Accredited, nonprofit, and taught by practitioners, all of Concordia’s online MEd programs reflect the same meaningful experience we’ve been delivering on campus since 1905. The convenience of 100 percent online, clearly defined coursework—paired with realistic deadlines and the ability to immediately apply what you learn in your classroom—makes our programs ideal for busy lifestyles. And the potential career benefits—from higher pay to promotions—are second only to the reward of having an everlasting impact on the lives of your students.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Portland Campus: Classes taught entirely at Concordia University-Portland.

Accelerated Online: Classes taught 100% online. MEd programs complete in 1 year. EdD programs complete in 3 years.

Flex Online: For online students who want to go at a slower pace - MEds can be completed in 18-36 months.

Hybrid: Students take some classes online and some at Concordia University-Portland.

Step 3 of 3: Get info about this program

Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.

What would you like to study?

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Get info about this program

Portland Campus: Classes taught entirely at Concordia University-Portland.

Accelerated Online: Classes taught 100% online. MEd programs complete in 1 year. EdD programs complete in 3 years.

Flex Online: For online students who want to go at a slower pace - MEds can be completed in 18-36 months.

Hybrid: Students take some classes online and some at Concordia University-Portland.

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Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.
100% online
100% online (no in-person field work required)
One year
Earn your MEd in about one year, one class at a time, with built-in breaks
Updated curriculum
Curriculum is up-to-date and relevant
NWCCU
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Respected
Concordia is one of the most respected names in learning today
Positive career benefits
87% of our online MEd grads report positive career benefits as a result of their degree
10,000-strong alumni
10,000-strong alumni network
Satisfaction
93% of our online MEd grads say they are satisfied with their overall academic program experience

MEd in Curriculum & Instruction: Reading Interventionist Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Reading Interventionist online degree program, successful candidates will also demonstrate:
Expertise in the Reading Process

Expertise in the Reading Process

Expertise in the reading process and the factors that influence its development, the role of assessment to inform and adapt literacy instruction, the evaluation and use of formal and informal assessment tools for individual learners and groups of students, and the interpretation and communication of assessment results

Effective Instructional Skills

Effective Instructional Skills

Effective instructional skills in the theoretical and knowledge bases of reading, including literacy acquisition, and the construction of meaning. Candidates will provide practical classroom applications and instructional practices in order to create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society

A Better Understanding of Literacy

A Better Understanding of Literacy Curriculum

An understanding of literacy curriculum and engagement in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity as well as implement strategies to advocate for equity

Enhanced Literacy Teaching Skills

Enhanced Literacy Teaching Skills

The ability to assume a new role as a scholarly, principled instructional leader who integrates the district’s vision through a standards-based literacy program

Differentiation

Differentiation

The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results in the area of reading

COURSE DESCRIPTIONS

The MEd in Curriculum & Instruction: Reading Interventionist is a 33 credit-hour, 13-month program

MEd in Curriculum & Instruction - Core Courses
12 credits
EDGR 502 (3)
Developing Character Through the Curriculum

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.

EDGR 535 (3)
Theories of Teaching and Learning
This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
EDGR 595 (3)
Community of Learners
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.
EDGR 602 (3)
Contemporary Educational Thought

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.

 

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Curriculum & Instruction - Reading Interventionist
15 credits
EDRD 551 (3)
Diagnosis and Assessment of Reading

This course discusses the reading process and the factors that influence its development, the role of assessment to inform and adapt literacy instruction, the evaluation and use of formal and informal assessment tools for individual learners and groups of students, and the interpretation and communication of assessment results.

Note:  Prior completion of MAT 563 Curriculum and Instruction: Reading and Language Arts is an approved substitute for EDRD 551 if taken within the last five years.

 

EDRD 552 (3)
Fostering Engagement and Reading for Meaning through Young Adult and Children's Literature

Reading professionals will build on foundational skills in instruction of comprehension and engagement, utilizing various genres of young adult and children's literature Pre-K through Grade 12. Current issues and trends in young adult and children's literature will also be examined.

EDRD 553 (3)
Advanced Techniques for the Teaching of Reading

This course explores the theoretical and knowledge bases of reading, including literacy acquisition and the construction of meaning, and provides practical classroom applications and instructional practices.

EDRD 554 (3)
Current Issues in Literacy

This course discusses current areas of concern and best practices in instruction being researched in the field of literacy. Students will collaborate with their peers, sharing information on special issues and reading researchers.

EDRD 555 (3)
Organization and Management of Reading Programs

The course is designed to increase understanding of the organization and management of school literacy program development, the roles and responsibilities of the literacy coach, and program evaluation and improvement. The course will explore the major components of a school-wide literacy program, and ask candidates to step outside of the classroom and assume a new role as a scholarly, principled instructional leader who integrates the district's vision through a standard-based literacy program.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits
EDGR 601 (3)
Educational Research

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with the choice of either EDGR 698-Action Research or EDGR 696-Practitioner Inquiry. Either option provides candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.

SELECT ONE CAPSTONE COURSE:

Research Course 2
3 credits   Select one of the following:
EDGR 696 (3)
Practitioner Inquiry

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

EDGR 698 (3)
Action Research

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

ON-CAMPUS/HYBRID OPTIONS

In addition to fully online, Concordia offers several Master of Education programs in an on-campus or hybrid format. See the options here.

Is the Master of Education in Reading Interventionist concentration right for me?

Consider choosing this path if:

  • You love learning about new trends in young adult and children’s literature
  • You’re interested in discussing current issues in literacy with like-minded peers
  • You’d like to ultimately reorganize and manage your school’s literacy program

Still unsure? We know we offer a lot of programs! Let’s talk more about your professional and personal goals.

Child Learning
If you’re thinking about a university where teachers care and are progressive, Concordia University-Portland is the place to be. They are cutting edge on all education technologies.
CASMORE SHAW, MEd in Curriculum & Instruction:
Reading Interventionist '18

Course Spotlight

ERDR 551: Diagnosis and Assessment of Reading

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.

MORE ON THE TOPIC OF READING INTERVENTION

What makes this program so relevant today

  • The Organization for Economic Cooperation and Development found that 50% of U.S. adults can’t read a book written at an eighth-grade level.
  • An estimated 32 million adults in the United States don’t know how to read at all.
  • Two-thirds of students who can’t read proficiently by the end of fourth grade will end up in jail or on welfare.
  • More than 70% of America’s inmates cannot read above a fourth-grade level.
  • One in four children in America grow up without learning how to read.
  • Students who can’t read proficiently by the third grade are four times more likely to drop out of school.
  • Almost 85% of juveniles who face trial are functionally illiterate, proving there is a correlation between illiteracy and crime.
  • More than 60% of all inmates are functionally illiterate.

Sources: The Washington Post, The Literacy Foundation, DoSomething.Org

A number of different reading and writing disorders can affect students when they’re learning to read, making it difficult for them to comprehend. These disorders include:

Dyslexia: According to the International Dyslexia Association, “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

  • Specific Comprehension Deficit: This deals with reading comprehension. Students who struggle with comprehension have trouble understanding the meaning of the words they read. This affects homework, testing, exams, and more across all subjects.
  • Dysgraphia: This term is used to describe problems with transcription—it can occur alone, but often shows up in students with dyslexia. It’s a disability that affects writing, and shows up in poor handwriting and putting thoughts on paper.
  • Dysorthography: This disorder accompanies dyslexia. Students with dysothography struggle with remembering how to reproduce patterns in spelling words and can affect both reading and writing.

Sources: American Speech-Language-Hearing Association; The Yale Center for Dyslexia & Creativity; LearningRX; LdOnline; The International Dyslexia Association.

Pay attention to some of these signs to identify students who may need extra help with reading:

  • Reluctant to complete reading tasks
  • Limited attention span in class
  • Limited vocabulary
  • Reads everything at the same slow pace, or they read too quickly to get it done
  • Gives up reading when words are too difficult or they’re uninterested
  • Does not ask relevant questions to lesson material
  • Expresses negative feelings toward reading
  • Avoids reading at all costs
  • Needs guidance for reading tasks
  • Repeated poor performance on quizzes and exams
  • Ignores punctuation when reading
  • Reads words in the wrong order
  • Substitutes similar-looking words for others
  • Has trouble sounding out unfamiliar words

Sources: Nine Mile Falls School District, All About Learning Press

In our Reading Interventionist concentration, you’ll learn a number of strategies to not only recognize struggling readers in your school, but how to help them. You’ll learn:

  • Formal and informal assessment tools for individual learners and groups of students
  • Ways to build on foundational skills in comprehension and engagement using various genres of young adult and children’s literature
  • How to integrate a standard-based literacy program in your school
  • Literacy acquisition and the construction of meaning (and practical applications and instructional practices for both)
  • The most up-to-date research in the field of literacy that could affect your students
  • How to differentiate literacy instruction based on student learning needs using engaging, explicit and multi-sensory instruction. (This is the approach that is expected for all students, particularly to help those with dyslexia.)

CAREER OUTCOMES

See where an Master's in education focused on reading interventionism could take you

Planning to stay in your current teaching job? Many MEd graduates do! But in addition to potential benefits like increased salary and more self-confidence, an MEd could also expand your career opportunities within the education industry.

Potential careers include:

  • Schoolwide reading or literacy coach
  • Higher education instructor in the teaching of reading
  • Reading consultant (K–12)
  • Advisor to publishers of reading textbooks for K–12 instruction
  • Professional development leader, K–12
  • Reading program advisor to state legislatures/Congress
  • Reading tutor
  • Division or department chair (K–12)
  • Supplemental educational services provider (tutoring program offered in schools to increase academic achievement)

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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