2017-2018 Graduate Studies Catalog

84 2. An individual must have a teaching certificate, at least three years of teaching experience, completed an SBEC approved Master Reading Teacher program, and pass the Master Reading Teacher Certification Exam. At Hardin-Simmons, the master reading teacher candidate must complete 15 designated semester hours of reading instruction and 160 internship hours. Courses are READ 6307, 6308, 6309, 6310, and 6315. These 15 hours may be applied to the Reading Specialist Education Master of Education degree if the candidate pursues this master’s degree upon completion of the MRTC. The program director for the Reading Specialist graduate degree and MRTC will advise the candidate appropriately. Comprehensive Exam A written and/or oral comprehensive exam is a requirement of all MEd candidates. The exam(s) should be scheduled with the graduate advisor during the last semester of course work. The content of the exam will be determined by the comprehensive exam committee composed of three faculty members recommended by the program director and approved by the Dean of Graduate Studies. Graduation Requirements Successful completion of the 36 graduate semester hour academic requirements, followed by the successful completion of the comprehensive examination, fulfills the graduation requirement for the Master of Education degree in Gifted and Talented Education or Reading Specialist Education. Time Limit All requirements for the Master of Education degree in gifted and talented education or reading specialist education must be completed within five years from the semester of initial admission Reading Education (READ) READ 5099 Special Topics (1–3 hours credit) Designed to meet special needs of individuals or special students. Offered as needed and may be repeated when topic is changed. READ 5301 Introduction to Multi-Sensory Language Instruction (3-3-0) Students will receive basic training in teaching literacy skills. Emphases will include planning, designing, and implementing effective instruction for dyslexic and/or struggling readers. READ 5302 Advanced Multi-Sensory Language Instruction (3-3-0) Students will receive advanced training in teaching literacy skills. Emphases will include assessment of dyslexia, designing multisensory reading programs, and ethical issues related to public and private practice. READ 6099 Special Topics (1–3 hours credit) Designed to meet special needs of individuals or special students. Offered as needed and may be repeated when topic is changed. READ 6304 The Brain and Literacy (3-3-0) Includes a critical exploration of the structure and processes of the human brain, the role of these processes in literacy and learning, and the implications of brain research for educators. Emphases include the role of emotion in motivation and learning, environmental factors, brain disorders, and brain-based classroom applications. READ 6305 Understanding & Working with Students of Diverse Cultures (3-3-0) Explores theory and application of linguistic and cultural differences is used to strengthen multicultural and global perspectives. Novels by authors and researchers of different ethnic backgrounds who have focused on literacy learning and diverse cultures are used to study cultural perspectives and appropriate instructional strategies for multicultural classrooms. READ 6307 Change in Reading Instruction: Trends and Issues (3-3-0) Students will learn how to implement and evaluate research on current programs, methods and

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