Reading Science Certificate (Core)

RDG 505 Psychology of Reading (3) This course will examine the psychological substructure of reading. Neural, perceptual, cognitive, and linguistic processes involved in reading development and disorders will be addressed. Emphasis is placed on understanding how readers extract information from the printed page and how they comprehend text. Current research findings are discussed and considered in the context of evidence-based practice in reading instruction

RDG 540 Fluency and Comprehension Development in Reading (3) 
This course is designed to teach how to implement research-based instructional practices to build children’s fluency and comprehension skills. Participants will learn the key research findings for teaching fluency, vocabulary, and comprehension; understand how to evaluate and improve current instructional practices; and learn specific research-based instructional strategies and interventions to develop fluency, vocabulary, and comprehension skills.

RDG 530 Phonics/Linguistics (3) 
This course will provide information on the fundamental principles and concepts of the phonological structure of language. It will also provide explicit instruction on the sound-symbol correspondences of language and the relationship of phonemic awareness and the phonological system of language to the reading process.

RDG 536 Data-Based Decision Making I (3) 
This course will address the use of formal and informal assessment procedures to design robust reading instruction/intervention for children in preschool through high school. It is intended to provide specialized and advanced training in assessment, diagnosis, and remediation of reading problems.

RDG 591: Evidence Practicum I (Orton-Gillingham) (3) 
This practicum course will require fourteen weeks of instruction of an individual child using one scientifically based reading research (SBRR) model of teaching reading. The learning outcomes of this course include assessing the child’s strengths and weaknesses, planning an evidence-based program of instruction, and working collaboratively with a supervisor to implement the program successfully.

Ohio Reading Endorsement (Five RSC Core Plus)

RDG 537: Data-Based Decision-Making II (3) 
This course teaches the fundamental principles and concepts of structured collaborative problem-solving to intensify reading interventions across tiers. Students will apply content from RDG 536, which outlines the principles of an effective multi-tiered system of support (MTSS) framework and data-based decision-making at the system level, to problem-solve at the student level using a response to intervention (RTI) framework. Research on cognitive load, forms of practice, stages of skill proficiency, and types of feedback will be used to support students in designing individualized instruction for improving student outcomes in tier 3 interventions. A case study project will support students in applying course content at each stage of the problem-solving process and prepare them for engaging with all stakeholders.

Dyslexia Certificate (Five RSC Plus)

RDG 591b: Evidence Practicum I (Orton-Gillingham) (3) 
This practicum course will require continued instruction of the individual child from the RDG 591 practicum, using the Orton-Gillingham instructional method. Key learning outcomes for this course include continued planning and implementation of Orton Gillingham instructional lessons, monitoring student growth, and working collaboratively with a supervisor to refine and improve instructional skills.

RDG 532 Advanced Phonics and Linguistics (3) 
This course is designed to build on the content in the Phonics and Linguistics course. It will include a brief review of the fundamental principles and concepts of the phonological structure of language. Instruction in English orthography, morphology, and word etymology, prefixes and suffixes, Latin roots and Greek combining forms, syntax (grammar), and semantics will be examined. Students will learn why each skill is important to become competent in reading, spelling, and writing.

Master’s Degree (Five RSC Plus)

RDG 537: Data-Based Decision-Making II (3) 
This course teaches the fundamental principles and concepts of structured collaborative problem-solving to intensify reading interventions across tiers. Students will apply content from RDG 536, which outlines the principles of an effective multi-tiered system of support (MTSS) framework and data-based decision-making at the system level, to problem-solve at the student level using a response to intervention (RTI) framework. Research on cognitive load, forms of practice, stages of skill proficiency, and types of feedback will be used to support students in designing individualized instruction for improving student outcomes in tier 3 interventions. A case study project will support students in applying course content at each stage of the problem-solving process and prepare them for engaging with all stakeholders.

RDG 532 Advanced Phonics and Linguistics (3) 
This course is designed to build on the content in the Phonics and Linguistics course. It will include a brief review of the fundamental principles and concepts of the phonological structure of language. Instruction in English orthography, morphology, and word etymology, prefixes and suffixes, Latin roots and Greek combining forms, syntax (grammar), and semantics will be examined. Students will learn why each skill is important to become competent in reading, spelling, and writing.

RDG 542 The Integration of Reading Comprehension and Writing Instruction (3) This course will explore how students learn to read and write and why some students fail to do these essential tasks effectively. Research-based instructional strategies will be illustrated, discussed, and practiced.

RDG 592: Evidence Practicum II (Vocabulary and Comprehension). 
This practicum course is a sequel to RDG 540. In this course, students will deepen their understanding and knowledge base of reading research in the areas of fluency, vocabulary, and comprehension skill development. Students will collaboratively engage in readings and practicum work to design classroom instruction and interventions to increase struggling readers' skills in these areas. Instructional techniques will be implemented and discussed in class.

EDU 604: Integrative Project (Thesis) (3) 
The development of the Integrative Project is the culmination of the School of Education's Master of Arts Degree programs. Students apply content learned in the EDU 500 Statistics and Research course and integrate content from courses throughout their Graduate Program. Students critically analyze peer-reviewed literature surrounding a selected educational issue and propose a feasible solution based upon current research in a literature review.

EDU 500 Statistics and Research (3)
This course explores the components of the research process: problem definition, hypothesis construction, variables, literature review, research designs, statistical methods, collecting, analyzing, and interpreting data.