CAGS in Reading Education
The Certificate of Advanced Graduate Study in Reading Education prepares teachers, specialists, clinicians, and consultants in the area of reading and writing assessment and instruction. This program is approved for licensure as a Specialist Teacher of Reading in Massachusetts.
Although a teaching license is required for admission to the program, teaching experience is not. However, students who complete degree requirements prior to completing one year of teaching experience must teach for one year to be eligible to apply to the Massachusetts Department of Elementary and Secondary Education for licensure as a Specialist Teacher of Reading.
Varied career opportunities await degree recipients. Many graduates seek positions as general education classroom teachers, where their expertise in reading and writing assessment and instruction enables them to provide exemplary instruction to students of all performance levels. Others use their newly acquired depth of knowledge to specialize in literacy assessment and instruction. In this case, degree recipients meet requirements for positions as reading and literacy teachers, specialists, and coaches.
Program requirements combine the study of current research and practice in traditional coursework and field experiences and a capstone experience.
Coursework (28 cr)
Coursework includes the study of current research and practice in acquisition and development of reading and writing, classroom and clinical assessment of reading and writing, and analysis of commonly used assessments and instructional materials.
- SED LS 560 Introduction to Language & Language Acquisition (4 cr)
- SED LS 627 Critical Analysis of Children’s and Young Adult Literature (4 cr)
- SED LS 762 Literacy Acquisition and Development: Addressing Individual Strengths and Needs (4 cr)
- SED LS 790 Literacy Assessment to Inform Instruction (4 cr)
- SED LS 690 Classroom Discourse as a Teaching and Learning Tool in Diverse Classrooms (4 cr)
- SED LS 792 Teaching Adolescent Readers and Writers (4 cr)
- SED RS 600 Introduction to Research (4 cr)
Field Experiences (8 cr)
Full-time students complete field experiences during the Fall and Spring Semesters. In the Fall Semester, graduate students develop expertise in clinical instructional interventions as they tutor a school-aged student each Saturday morning in the School of Education’s Donald D. Durrell Reading & Writing Clinic under the direct supervision of Boston University faculty. In the Spring Semester, students continue to develop expertise in instructional interventions as they shift their focus to school settings, where they are paired with a student or a small group of students to provide supplemental literacy support during the school day. Also during the Spring Semester, students observe a school-based literacy specialist to understand and experience the specialist’s responsibility as they relate to coaching teachers toward highly effective teaching and curriculum and assessment leadership. As in the Fall Semester, field experiences in the Spring Semester are under the direct supervision of Boston University faculty.
Special arrangements are made to accommodate the teaching schedules of part-time students who are full-time, in-service teachers. Field experiences may be completed in the context of the Donald D. Durrell Reading & Writing Clinic on Saturday mornings during the academic year and during the Summer Clinic during Summer Term; in some cases, students may be able to observe a qualified literacy specialist in their school setting. Such arrangements are made in consultation with the program director and the student’s major advisor.
- SED LS 763 Practicum: Clinical Interventions (2 cr)
- SED LS 764 Roles & Responsibilities of the Literacy Specialist: Leadership, Teaching & Coaching (field-based experience) (4 cr)
- SED LS 793 Practicum: School-Based Interventions (2 cr)
The Capstone Experience is intended to advance the candidate’s application of theory and research in a school or community-based setting. It is intended to help students identify, study, and respond to an important problem of practice in a particular school or community setting, and it is designed collaboratively with the candidate’s advisor. The Capstone Experience takes many forms, among them a thesis, an action research project, a comprehensive plan for a professional development series, or a curriculum-related project.