M.Ed. Literacy
Courses

33 credit hours
1 degree option

Online Master's in Reading and LiteracyFeatured Courses

As a student in the online master's in reading and literacy at Concordia Nebraska, you’ ll have the opportunity to take specialized courses related to various aspects of the reading and literacy profession. These classes, designed to equip you for leadership and service in various reading and literacy careers, are taught by some of our esteemed faculty who have extensive experience in their fields.

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Online Master's in Reading and LiteracySample Schedule of Courses

The following sample course of study is an example of the sequence of courses you might take in order to receive your degree. Please plan to discuss your actual course of study with your advisor, who can help you stay on track to meet your academic and professional goals.

M.Ed. Literacy with Reading Specialist Emphasis Courses

EDUC 566
Reading in Middle and Secondary Schools
A foundations course in developmental reading for teachers of intermediate, junior, and senior high students (grades 4 through 12), emphasizing reading in the content areas, comprehension levels, reading- study skills, oral interpretation of literature, recreational reading, and current issues in teaching the older student to become more proficient in reading.
3
credits
EDUC 519
Word Study: Decoding, Comprehension & Fluency
This course will examine recent research-based instructional practices regarding phonics, vocabulary, spelling and fluency. Special emphases include: phonemic awareness, print awareness, alphabetic knowledge, alphabetic principle, decoding, reading practice with decodable text, irregular and high frequency words, fluency, development spelling and comprehension. The graduate candidate will research current theory, instructional practice and assessment related to each of the word study components within specific literacy developmental stages.
3
credits
EDUC 565
The Young Child: Language and Literacy Development
A foundations course in developmental reading for teachers of younger children (ages three through grade 3), emphasizing the characteristics of young children, oral language development, developing reading interests, the integration of all language arts in the beginning reading program, and current issues in teaching the young child to read.
3
credits
EDUC 622
Teaching Writing in Grades PK-12
A close examination of the writing of children and youth, and the techniques for teaching writing. Special emphasis on the relationship of writing to literature, reading, language, and the other language arts.
3
credits
EDUC 594
Research Evaluation and Design
This course emphasizes the development of skills in qualitative and quantitative research methods, and the evaluation of various forms of existing information, with emphasis on the ability to relate this information to personal professional practice
3
credits
EDUC 635
Survey of Contemporary Literature from PK-12
A survey of contemporary literature for readers from pre-kindergarten level through grade 12. Candidates will become familiar with contemporary youth poetry and fiction, explore societal issues in literature, develop skills of literary analysis, and connect the use of literature to research in literary study and literacy learning.
3
credits
EDUC 520
Literacy Assessment and Intervention
This course emphasizes the assessment and intervention process involving "striving" readers from diverse ability, cultural and linguistic backgrounds. Special emphases include: identification of literacy difficulties, formal and informal assessment tools, evaluation, data analysis, discussion of dyslexia and appropriate intervention.
3
credits
PSY 511
Psychological Foundations of Teaching and Learning
A study of selected theories of learning and their implications for the classroom setting. Applications of psychological principles and research to instructional situations with an emphasis on those that involve a Christian setting.
3
credits
EDUC 630
Preliminary Design and Processes for a Case Study
This course emphasizes reading, discussing, and planning strategies to be implemented in a subsequent case study course. Set-up for the case study will include: criteria for how to select a student; actually selecting a student; how to gain parental consent; how to create a baseline for further interaction. Additional emphasis will be given in this course to diagnostic evaluation and the organization of the learning environment which will permit personalized literacy instruction for struggling readers. Time will be dedicated to the set-up of the final portfolio.
3
credits
EDUC 631
Creating a Case Study in Literacy
This course will incorporate strategies that are geared to a specific K-12 student and are diagnostic (journal/log, plan/evaluate, re-plan/re-evaluate) in nature. Experiences will be coordinated in which the graduate candidate, under direct supervision, assesses reading abilities and develops individual educational programs and materials in reading for students with special needs: students experiencing literacy difficulties, gifted students, those with cultural differences and/or varied linguistic backgrounds. The baseline information on the K-12 student (e.g. reading inventory, reading level, and miscue analysis) will be used for the development of a plan of action and subsequent engagement for remediation. The case study will be the last project for the final portfolio.
3
credits
EDUC 625
Serving and Leading in Community and World
This course provides an in-depth examination of vocation, professional and organizational development and the ways educators, building on their personal beliefs and values, enact authentic service and leadership in a variety of contexts. Using the framework of evangelical Lutheran Christianity, participants explore, analyze and clarify, and apply vocation to their community and to the world.
3
credits
Total Credits
33

M.Ed. Literacy with Reading Specialist and ESL Emphases Courses

EDUC 566
Reading in Middle and Secondary Schools
A foundations course in developmental reading for teachers of intermediate, junior, and senior high students (grades 4 through 12), emphasizing reading in the content areas, comprehension levels, reading- study skills, oral interpretation of literature, recreational reading, and current issues in teaching the older student to become more proficient in reading.
3
credits
EDUC 594
Research Evaluation and Design
This course emphasizes the development of skills in qualitative and quantitative research methods, and the evaluation of various forms of existing information, with emphasis on the ability to relate this information to personal professional practice
3
credits
PSY 511
Psychological Foundations of Teaching and Learning
A study of selected theories of learning and their implications for the classroom setting. Applications of psychological principles and research to instructional situations with an emphasis on those that involve a Christian setting.
3
credits
EDUC 519
Word Study: Decoding, Comprehension & Fluency
This course will examine recent research-based instructional practices regarding phonics, vocabulary, spelling and fluency. Special emphases include: phonemic awareness, print awareness, alphabetic knowledge, alphabetic principle, decoding, reading practice with decodable text, irregular and high frequency words, fluency, development spelling and comprehension. The graduate candidate will research current theory, instructional practice and assessment related to each of the word study components within specific literacy developmental stages.
3
credits
EDUC 565
The Young Child: Language and Literacy Development
A foundations course in developmental reading for teachers of younger children (ages three through grade 3), emphasizing the characteristics of young children, oral language development, developing reading interests, the integration of all language arts in the beginning reading program, and current issues in teaching the young child to read.
3
credits
EDUC 622
Teaching Writing in Grades PK-12
A close examination of the writing of children and youth, and the techniques for teaching writing. Special emphasis on the relationship of writing to literature, reading, language, and the other language arts.
3
credits
EDUC 635
Survey of Contemporary Literature from PK-12
A survey of contemporary literature for readers from pre-kindergarten level through grade 12. Candidates will become familiar with contemporary youth poetry and fiction, explore societal issues in literature, develop skills of literary analysis, and connect the use of literature to research in literary study and literacy learning.
3
credits
EDUC 520
Literacy Assessment and Intervention
This course emphasizes the assessment and intervention process involving "striving" readers from diverse ability, cultural and linguistic backgrounds. Special emphases include: identification of literacy difficulties, formal and informal assessment tools, evaluation, data analysis, discussion of dyslexia and appropriate intervention.
3
credits
EDUC 630
Preliminary Design and Processes for a Case Study
This course emphasizes reading, discussing, and planning strategies to be implemented in a subsequent case study course. Set-up for the case study will include: criteria for how to select a student; actually selecting a student; how to gain parental consent; how to create a baseline for further interaction. Additional emphasis will be given in this course to diagnostic evaluation and the organization of the learning environment which will permit personalized literacy instruction for struggling readers. Time will be dedicated to the set-up of the final portfolio.
3
credits
EDUC 631
Creating a Case Study in Literacy
This course will incorporate strategies that are geared to a specific K-12 student and are diagnostic (journal/log, plan/evaluate, re-plan/re-evaluate) in nature. Experiences will be coordinated in which the graduate candidate, under direct supervision, assesses reading abilities and develops individual educational programs and materials in reading for students with special needs: students experiencing literacy difficulties, gifted students, those with cultural differences and/or varied linguistic backgrounds. The baseline information on the K-12 student (e.g. reading inventory, reading level, and miscue analysis) will be used for the development of a plan of action and subsequent engagement for remediation. The case study will be the last project for the final portfolio.
3
credits
EDUC 625
Serving and Leading in Community and World
This course provides an in-depth examination of vocation, professional and organizational development and the ways educators, building on their personal beliefs and values, enact authentic service and leadership in a variety of contexts. Using the framework of evangelical Lutheran Christianity, participants explore, analyze and clarify, and apply vocation to their community and to the world.
3
credits
EDUC 524
ESL/ELL Instruction
The purpose of this course is to introduce candidates to the theory and practice of second language teaching and learning.
3
credits
EDUC 525
ESL/ELL Curriculum and Assessment
The purpose of this course is to introduce candidates to second language curriculum selection, evaluation, and development as well as assessment and evaluation of second language learners.
3
credits
EDUC 623
Linguistics for Educators
This course provides a rigorous overview of the elements of English linguistic study and its application to English language learning and teaching. The course examines grammars and theories of English, language diversity and change, language acquisition, and philosophy and application of language study and teaching.
3
credits
EDUC 526
Language and Culture
Language and culture are two multidimensional and constantly changing phenomena that are integrally connected to everything that happens in the world. As any language is culturally conditioned, any culture is linguistically defined. Therefore, the main goal of this course is to examine the relationship between language and culture, as well as their effect on community, identity, beliefs, and values. This course guides the candidate in directly applying an understanding of language and culture to classroom practice and curriculum development.
3
credits
EDUC 527
ESL/TESOL Capstone
This course is designed as a culminating experience for the ESL/TESOL graduate programs. Candidates are asked to reflect on key areas of learning and application that they have encountered throughout the ESL/TESOL graduate curriculum. The candidates will also critique and analyze various aspects of their fieldwork experience. All required documentation related to coursework and 45 clock-hour fieldwork experiences will be collected and reviewed.
3
credits
Total Credits
48
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Master's in Reading and Literacy Faculty

As experts in reading and literacy, our faculty and instructors bring years of experience to the classroom.

Meet the faculty