DEPARTMENT OF READING

Program Leading to the Degree of Ph.D. in Reading

The program leading to the Ph.D. in Reading prepares individuals for faculty positions in universities, colleges, and junior or community colleges. It also can serve those who have or seek other positions requiring a comprehensive understanding of literacy and the ability to conduct research and/or to interpret or implement research findings.

The program of study and research requires a minimum of three academic years of full-time study; or, one year of full-time study combined with part-time study over a longer period.

Requirements for Admission

In addition to the general University requirements for admission to doctoral study, teacher certification and teaching experience are desirable. However, the program is open to college graduates with other appropriate professional backgrounds.

Application to the Ph.D. program involves submitting official transcripts of all undergraduate and graduate coursework, letters of recommendation, and a written response to the department's questionnaire, which replaces the Candidate's Statement of Goals in the application form. Submission of recent scores on the Graduate Record Examination (GREs) is recommended, but is not required.

Applicants may be asked to come for an interview with the Reading Department faculty as an integral part of the admissions process.

Program of Study (60 credits minimum)

Students, in consultation with their program advisor, develop an appropriate course of study. The distribution of courses is:

1. Professional study in Reading (30 credits minimum);
2. Allied Courses (15 credits, minimum, including 12 credits in an area of concentration);
3. Research methodology (coursework taken in this area does not count toward the 60 credit minimum requirement for the Ph.D. program).

In Part A of the Comprehensive Examination, Doctoral students must demonstrate thoughtful and critical understanding of the broad field of literacy, in three domains: Literacy and Society, Literacy and Schooling, and the Nature and Acquisition of Literacy. In Part B, the student must demonstrate an integrated understanding of the research and methodology relevant to the domain of the dissertation.

Part A

After completing a minimum of 48 credits, the student selects one of two options, in consultation with his/her program advisor:

1. A six-hour written closed-book examination; or
2. A portfolio of learning, including a reflective essay describing the significance of the contents for the student's academic development. The portfolio can include anything the student considers relevant for a demonstration of competence in each of the three domains.

After successful completion of Part A, the student, in consultation with his or her dissertation committee, defines a topic which will be the focus of a proposed dissertation. Subsequently, the student must demonstrate knowledge of the areas related to the selected topic through either:

1. A six-hour written closed-book examination constructed by the student's dissertation committee and approved by the faculty; or
2. Two qualifying papers that integrate and critique the literature relevant to the student's dissertation research, one focused on methodological issues and the other on content issues.

Research Methodology

The Reading Department expects students to demonstrate a broad familiarity with the design and analysis of both quantitative and qualitative research. They must also demonstrate competency in the particular methodology(ies) appropriate to their dissertation topic. The research methodology requirement may be fulfilled through appropriate coursework (e.g., E Rdg 762; E Psy 530, 630, 750, 756; E Tap 743, 777, 778), independent study, or active participation in research projects (or a combination of these). Students are required to submit a statement to the faculty, detailing how they have met/propose to meet this requirement. The research methodology requirement will not be officially met until the faculty approves the student's statement.

Coursework taken to fulfill the research tool requirement may not be used to fulfill the 60-hour minimum requirement for the Ph.D. program. This includes E Rdg 762 (Current Research in Literacy). If not used to meet the research tool requirement, E Rdg 762 may be used in meeting the 30- hour minimum requirement under Reading Courses.

Dissertation Proposal

After successfully completing the Part B examination, the student, in consultation with his or her dissertation committee, prepares and submits a dissertation proposal to the department. The proposal should include a title page, a statement of the general issues underlying the study, an overview of relevant literature, a description of the research methodology to be employed, anticipated outcomes, and a bibliography. The proposal is not to exceed 15 double-spaced pages.

The student makes a formal presentation of his/her dissertation proposal to the department at a public meeting. The purpose of this demonstration is to:

1. Access the perspectives and expertise of faculty beyond the student's dissertation committee in order to increase the quality of the study;
2. Provide a community check on the nature of the dissertation so that any design or methodological flaws, or conflicts among faculty perspectives, can be detected before the study itself has been undertaken.

Full Time Study in Residence

All students in must satisfy the requirement of a period of sustained intellectual inquiry within the academic community of their department, the School of Education, and the University.

The residency requirement can be met in one of two ways:

The preferred method is to enroll full-time for at least a year, and participate in the intellectual community, either taking courses, or serving as a research or teaching assistant alongside the faculty, or conducting independent studies, or a combination of these.

An alternative method is to enroll part time, but participate in the intellectual community in one or more of the roles outlined above.

Advanced students, in consultation with their advisor, must prepare a brief statement outlining how they intend to fulfill the residency requirement. This statement is reviewed by the department. Once accepted, the requirement to be met has to approved by the student�s advisor and department. After completion of the residency, the student (in consultation with his/her advisor) prepares a brief statement detailing how he residency requirement was met. This statement is brought to the department for approval. Once this is done, completion of the residency requirement is posted on the students transcript.

Students who are currently in the advance program in Reading may petition the department to satisfy their residency requirement under the new regulations.

Students who seek to meet the residency requirements in a manner other than specified in (2) above may do so in writing to the department. The department will review the request, and decide if it will be approved.

Admission to Candidacy

Students are admitted to candidacy for the Ph.D. in Reading degree upon the following:

1. Completion of 60 graduate credits with an average of B or above;
2. Completion of the departmental qualifying procedures (Parts A and B);
3. Completion of the Research Methodology requirement;
4. Completion of the University residence requirement;
5. Departmental approval of the dissertation proposal.

The dissertation is the culmination of a program of advanced study leading to a doctoral degree and as such must attest to the attainment of a high degree of scholarship. The dissertation must report in accepted scholarly style the investigation of a significant problem in the field of literacy. It must demonstrate that a candidate is capable of sophisticated, independent research and analysis and scholarly reporting in an academic discipline or professional field.

When the dissertation committee feels that the dissertation is ready to be considered for approval, the student makes a formal request to the Department for an oral examination and defense of the dissertation. The dissertation committee conducts the oral examination. After approval of the dissertation is obtained by a vote of the dissertation committee and ratified by the department, the student submits final copies to the Office of Graduate Studies.

The following programs are all new programs that meet New York States changing Teacher Certification requirements that take affect in February of 2004:

MS in Early Childhood/Childhood Education (Literacy)

Applicants must hold or have held a NYS initial certification in early childhood or childhood education. (These tracks will lead to Professional Certification in the area in which an Initial Certification is held.)

MS Early Childhood Education (Literacy) – 30 Credits

Required Courses – 24 Credits
E Rdg 500 (3)
E Rdg 526 (3)
E Rdg 610 (3)
E Rdg 617 (3)
E Rdg 625 (3)
E Rdg 655 (3)
E Tap 612 and E Tap 614 OR E Rdg 618 and E Rdg 504 (6)

Elective Courses – Choose 2 for 6 Credits
E Rdg 504 (3)
E Rdg 600 (3)
E Rdg 615 (3)
E Rdg 638 (3)
E Rdg 648 (3)
E Rdg 657 (3)
E Rdg 677 (3)
E Psy 521 (3)
E Psy 540 (3)
Approved course as advised (3)

MS Childhood Education (Literacy) – 30 Credits

Required Courses – 27 Credits
E Rdg 500 (3)
E Rdg 504 (3)
E Rdg 600 (3)
E Rdg 610 (3)
E Rdg 615 (3)
E Rdg 617 (3)
E Rdg 625 (3)
E Tap 612 and E Tap 614 OR E Rdg 618 and E Rdg 504 (6)

Elective Courses – Choose 1 for 3 Credits
E Rdg 638 (3)
E Rdg 648 (3)
E Rdg 657 (3)
E Rdg 677 (3)
E Psy 521 (3)
E Psy 540 (3)
Approved course as advised (3)

MS in Literacy

Applicants must hold or have held a NYS initial teacher certification for early childhood, childhood, middle childhood or adolescent education level.

MS in Literacy - Literacy Specialist B-6 (30 Credits)

Elective Courses � Select 3 for 9 Credits
E Rdg 504 � Literature for Reading Programs (3)
E Rdg 526 � Language Acquisition (3)
E Tap 612 – Teaching Mathematics in the Elementary School (3)
E Tap 614 – Science for Children (3)
E Rdg 617 – Teaching Social Studies and Language Arts in Preschool and Elementary Settings (3)
E Rdg 625 � Integrated Literacy Instruction, B-6 (3)
E Rdg 638 � Media Literacy (3)
E Rdg 648 � Discourse and Language in the Classroom (3)
E Rdg 656 � Language and Learning to Read (3)
E Rdg 657 � Reading in a Second Language (3)
E Rdg 677 � Organization and Administration of Literacy Programs (3)
E Rdg xxx - Other approved course with advisor permission (3)

MS in Literacy � Literacy Specialist 5-12 (30 Credits)

Core Courses � 21 Credits
E Rdg 505 � Introduction to Literacy Teaching and Learning, 5-12 (3)
E Rdg 506 � Young Adult Literature (3)
E Rdg 605 � Practicum in Literacy Teaching and Learning, 5-12 (3)
E Rdg 610 � Literacy in Society (3)
E Rdg 616 � Teaching Writing, Grades 5-12 (3)
E Rdg 623 � Practicum and Seminar II, 5-12 (6)

Elective Courses � Select 3 for 9 Credits
E Rdg 504 � Literature for Reading Programs (3)
E Rdg 609 � Adult Literacy (3)
E Rdg 625 � Integrated Literacy Instruction, B-6 (3)
E Rdg 638 � Media Literacy (3)
E Rdg 648 � Discourse and Language in the Classroom (3)
E Rdg 656 � Language and Learning to Read (3)
E Rdg 657 � Reading in a Second Language (3)
E Rdg 677 � Organization and Administration of Literacy Programs (3)
E Rdg xxx - Other approved course with advisor permission (3)

MS in Literacy � Literacy Specialist B�6 and 5-12 (36 Credits)

Required Courses � 36 Credits
E Rdg 500 � Introduction to Literacy Teaching and Learning, B-6 (3)
E Rdg 504 or E Rdg 506 � Literature for Reading Programs or Young Adult Literature (3)
E Rdg 505 � Introduction to Literacy Teaching and Learning, 5-12 (3)
E Rdg 600 � Practicum in Literacy Teaching and Learning, B-6 (3)
E Rdg 605 � Practicum in Literacy Teaching and Learning, 5-12 (3)
E Rdg 610 � Literacy in Society (3)
E Rdg 615 or E Rdg 616 � Teaching Writing, B-6 or Teaching Writing, Grades 5-12 (3)
E Rdg 620 � Capstone Practicum and Seminar, B�6 (6)
E Rdg 623 � Practicum and Seminar II, 5-12 (6)
E Rdg 655 � Emergent Literacy (3)

Dual Masters in Special Education and Literacy - 67 Credits (2 years)

This program is for applicants who DO NOT hold NYS Initial Teacher Certification in Childhood Education. It leads to three New York State Certifications: Childhood Education, Special Education at the Childhood level, and Literacy at the Birth to Grade 6 level. This program requires intensive practicum and internship experiences and is the only program at the University at Albany that will permit a student without a Childhood Education certificate to receive certification in Teaching Students with Disabilities. This is the only program at Albany that provides certification in elementary education.

Required Courses - 52 Credits
E Psy 521 (3)
E Psy 615 (3)
E Rdg 500 (3)
E Rdg 600 (3)
E Rdg 610 (3)
E Rdg 620 (6)
E Spe 564 (3)
E Spe 565 (3)
E Spe 580 (3)
E Spe 650 (3)
E Spe 651 (3)
E Spe 652 (3)
E Spe 653 (3)
E Spe 654 (3)
E Spe 680 (6)
E Spe 681 (1)

Elective Courses - 15 Credits
Choose 2 courses for 6 credits (6)

Students have an option of taking an additional course, E Spe 567, Inclusive Middle Childhood Education, for 3 credits to obtain Initial/Professional Middle Childhood Certification and Middle Childhood Students with Disabilities, 5-9.

MS in Special Education and Literacy - 40 Credits

Applicants must have initial NYS certification at the childhood level (elementary), and they will receive professional certification in Childhood Education and initial and professional certifications in Teaching Students with Disabilities at the Childhood Level and Literacy (Birth-Grade 6) upon completion of the program. If students also hold NYS certification in middle childhood education upon entry, they will also receive professional certification in Middle Childhood Education and initial and professional certificates in Teaching Students with Disabilities at the Middle Childhood Level.

E Rdg 500 (3)
E Rdg 600 (3)
E Rdg 610 (3)
E Rdg 620 (6)
E Spe 580 (3)
E Spe 650 (3)
E Spe 651 (3)
E Spe 652 (3)
E Spe 653 (3)
E Spe 654 (3)
E Spe 680 (3)
E Spe 681 (1)
Choose 1 course for 3 credits (3)

Students have an option of taking an additional course, E Spe 567, Inclusive Middle Childhood Education, for 3 credits to obtain Initial/Professional Middle Childhood Generalist (5-9) and Students with Disabilities Middle Childhood Generalist (5-9).

The following programs meet current New York State certification requirements:

Certificate of Advanced Study in Reading

The graduate program leading to the Certificate of Advanced Study (CAS) in Reading prepares individuals for leadership roles in literacy education. Among those for whom programs can be designed are: (1) those who wish to pursue School Building Administrator (SBA) certification in a collaborative program with the Department of Educational Administration and Policy Studies; (2) those who want to concentrate on literacy education or Reading Teacher Certification after having earned a master's degree in a related field such as elementary education or special education; (3) classroom or reading teachers who already have a master's degree, but who would like to update their professional knowledge; and (4) those who want to renew or extend or expand their clinical expertise.

The program requires at least two academic years of full-time study, or the equivalent in part-time study over a longer period, beyond the baccalaureate.

Requirements for Admission

In addition to the general University requirements for admission to graduate study, teacher certification and teaching experience are desirable. However, this program is open to college graduates with other appropriate professional backgrounds.

Program of Study (60 credits, minimum)

Each student, in consultation with her or his advisor, develops an appropriate course of study. The distribution of courses is:

1. Professional study in reading/literacy (30-36);
2. Allied courses in professional education (6-24);
3. Supporting courses in behavioral and social sciences (6-24).

Upon completion a minimum of 50 credit hours applicable to the certificate program, the student must complete satisfactorily a six-hour written examination covering three domains: Literacy and Society; Literacy and Schooling; and the Nature and Acquisition of Literacy.

Residence Requirement

CAS students can meet the residence requirement either by: (1) being a full-time student (12 credits, minimum) for one academic semester (Fall or Spring); or, (2) with departmental approval, by being in full-time study (6 credits, minimum) in two consecutive summer sessions plus part- time attendance at the University for formal study or field work during the intervening academic year. CAS students cannot, at some later date, use their CAS residence to satisfy the doctoral program residency requirement.

Master of Science Degree in Reading

This master's degree is open to college graduates who have a provisional or permanent teaching certificate. It may be used in obtaining permanent certification in a student's prior teaching field. (Applications to this program are no longer being accepted.)

This master's degree is open to college graduates who have a provisional or permanent teaching certificate. In some cases, it is open to college graduates with other appropriate backgrounds.

Program of Study (30 credits minimum)

Classroom Teacher Track:

1. Courses in Reading (15-21 credits) - must include Rdg 502 or Rdg 508 and Rdg 665;
2. Courses in social and behavioral sciences (6 credits, minimum);
3. Courses in Educational foundations (3 credits, minimum) (Rdg 632 may be used to fulfill this requirement);
4. Courses in Education as advised (0-6 credits);
5. Normally, two semesters and one summer of full-time study, or the equivalent in part-time study, are required to complete this track.

Professional Certification in Childhood Education
1. Educational Foundations Core (15 credits)
a. Social Foundations of Education - Rdg 610 or E Phl 601 (3 credits)
b. Learning in Schools - E Tap 512 or E Psy 520 (3 credits)
c. Assessment Course - E Psy 540 or Rdg 600 (3 credits)
d. Rdg 504 - Children's Literature (3 credits)
e. Rdg 615 - Teaching Writing, Grades K-6 (3 credits)

2. Content and Pedagogy Core (15 credits)
a. Rdg 500 - Introduction to Literacy Teaching and Learning, B-6 (3 credits)
b. Rdg 618 - Teaching Math and Science in the Preschool and Elementary Settings (3 credits)
c. Rdg 617 - Teaching Social Studies and Language Arts in Preschool and Elementary Settings (3 credits)
d. Rdg 638 - Media Literacy (3 credits)
e. Rdg 625 - Integrated Literacy Instruction, B-6 (3 credits)

Professional Certification in Early Childhood Education
1. Educational Foundations Core (15 credits)
a. Social Foundations of Education - Rdg 610 or E Phl 601 (3 credits)
b. Learning in Schools - E Tap 512 or E Psy 520 (3 credits)
c. Assessment Course - E Psy 540 or Rdg 600 (3 credits)
d. Rdg 655 - Emergent Literacy (3 credits)
e. Rdg 656 Language and Learning to Read (3 credits)

2. Content and Pedagogy Core (15 credits)
a. Rdg 500 - Introduction to Literacy Teaching and Learning, B-6 (3 credits)
b. Rdg 618 - Teaching Math and Science in the Preschool and Elementary Settings (3 credits)
c. Rdg 617 - Teaching Social Studies and Language Arts in Preschool and Elementary Settings (3 credits)
d. Rdg 504 - Children's Literature (3 credits)
e. Rdg 625 - Integrated Literacy Instruction, B-6 (3 credits)