Graduate Program: Area of Study: Literacy Studies
Overview and Foundational Principles of the UW-Madison
Literacy Program
The Master's Degree Program
The Doctoral Degree Program
UW-Madison Requirements for the Wisconsin State 316 Reading Teacher License
UW-Madison Requirements for the 317 Reading Specialist
License
UW-Madison Standards and
Portfolio Requirements for the 316 Reading Teacher License
Overview
Graduate programs in literacy education are offered in the Department of Curriculum
and Instruction at the University of Wisconsin - Madison. Programs leading
to both the M.S. and Ph.D. degrees are available, as well as programs leading
to Wisconsin State Certification as Reading Teacher (316) and as Reading
Specialist (317). This website describes the foundational principles of the
graduate programs in literacy education, as well as the various programs
available, including Wisconsin State Certification in Reading.
FOUNDATIONAL PRINCIPLES OF THE UW-MADISON LITERACY PROGRAM
1. We take a view of literacy that stresses cognitive, social, and cultural
factors.
2. We focus not on reading alone, but reading, writing, and oral language,
as well as thinking and problem solving, as these are integrated in different
school, community, and work practices.
3. We focus on literacy in relation to the wider processes of language development
starting early in life and developing further throughout the school years and
across the life span as people acquire different forms and styles of oral and
written language for different contexts, practices, and purposes.
4. We are committed to working with teachers who can and will teach all students
successfully, including students from diverse social and cultural backgrounds,
and students who differ with regard for learning, language, and literacy.
5. We are committed to multiculturally informed and sensitive teaching and
learning. By this we mean that teachers and students reflect and act on the
ways in which cultural differences influence teaching and learning to ensure
respect and success for learners from diverse social and cultural backgrounds.
6. We are committed to working with teachers who will know about, acknowledge,
and build on the fact that all children (barring only quite severe and rare
disabilities) acquire a rich and complex native language (in whatever dialect)
and develop culturally different, but rich and complex, verbal abilities at
home and in their local community.
7. We focus not on ("clinical") reading "disorders" alone,
but on the full range of cognitive, social, and cultural variation that occurs
as people learn new literacy skills throughout school and across the life span.
8. We insist that our students know about and are equally dedicated to theory,
research, and practice and that they can defend their literacy practices on
the basis of theory and research.
9. We advocate no one "right" method, but rather a range of strategies
that must be "customized" to and for different sorts of learners
in different contexts.
10. We advocate working as hard as possible not to separate, at any level,
learning to be literate and using literacy to learn (i.e., not to separate
literacy and learning).
11. We advocate pedagogies for all learners at all levels of schooling that
involve: learners being immersed in rich and meaningful activities, active
teacher scaffolding using both indirect and overt instruction, and learners
constructing and reconstructing knowledge in conceptually deep, critical, and
transformative ways.
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THE MASTER'S
DEGREE PROGRAM
The Department of Curriculum and Instruction offers several kinds of graduate
programs culminating in the Master of Science (M.S.) degree. Most students
with a special interest in literacy education pursue the M.S. degree with a
major in Curriculum and Instruction. The basic requirements are (1) a minimum
of 24 credits of graduate work, not to include research/thesis credits (272-690),
with a grade point average of at least 3.25; (2) a minimum of 16 credits on
the Madison campus, as stipulated by the Graduate School; (3) satisfaction
of the Department's research requirement; and (4) successful completion of
the comprehensive Master's examination .
Students who pursue the M.S. degree in Literacy Education sometimes seek to
meet the Wisconsin requirements for certification as a Reading Teacher (316)
and, further, as a Reading Specialist (317). Certification requirements are
discussed on the following pages. Other students are seeking a broad look at
literacy education, and can combine this interest with another field outside
of education, with a minimum of 12 of the 24 credits enrolled in Curriculum
and Instruction. Students should consult with a faculty advisor to plan a personal
program.
**PLEASE NOTE: Students may elect to meet the Wisconsin certification requirements
for the Reading Teacher (316) license but not to pursue an advanced degree.
Those who choose this option should, nevertheless, consult with a faculty
advisor because "institutional endorsement" is required for certification.
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THE DOCTORAL DEGREE
PROGRAM
General guidelines for doctoral programs at UW-Madison are listed in the Ph.D.
Programs Handbook and the Graduate School Student Handbook, both available
from the Department Office. General guidelines for the doctoral program in
the Department of Curriculum and Instruction are summarized in a document entitled "Steps
to the Ph.D.," also available from the Department Office. Students should
familiarize themselves with all of these guidelines.
Specific requirements for doctoral programs in literacy must be worked out
by the student and the major professor, since each student's doctoral program
is designed in view of the individual's needs and aspirations. Queries about
individual programs in the area of literacy education should be directed to
a faculty member in the literacy area.
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COURSES LEADING TO THE 316 READING TEACHER LICENSE
Contact:
Dawnene D. Hassett
456E Teacher Education Building
(608) 263-4666
ddhammer@wisc.edu
272-500 Literacy and Language Development (with Practicum) Fall*
Survey and critical analysis of language and literacy development in and out
of school. Focus on the elementary school years. Conduct observational, field-based,
or action research utilizing both the discussion and practicum-based parts
of this course as well as information gained from C&I 604, below.
272-604 Seminar on Literacy (Topic 1: Literacy and Language Development) Fall*
(Topic 1) Examines current research on reading, writing, and varieties of oral
language from the perspective of sociocognitive and sociocultural literacy
studies. Course deals with various theories of school, community, and workplace
literacy, different approaches to literacy pedagogy and curricula, assessment
practices, and interventions for learners with various needs.
272-503 Literacy Across the Curriculum (with Practicum) Spring*
Survey and critical analysis of theories and practices for literacy development
across the curriculum. Reading, writing, oral language, and technology as
situated in the content areas. Focus on middle and high schools. Conduct
observational, field-based, or action research utilizing both the discussion
and practicum-based parts of this course as well as information gained from
C&I 604.
272-504 Literacy Assessment and Intervention (with Practicum) Spring and Summer*
Survey and critical analysis of assessment and intervention methods. Work with
student(s) of varying abilities to develop and conduct a wide variety of
formal and informal assessment devices that involve multiple indicators of
student progress. Use this information to provide appropriate instruction
in word identification, vocabulary, spelling, comprehension, and metacognitive
strategies before, during, and after reading or writing.
272-604 Seminar on Literacy (Topic 2: Literacy Assessment & Intervention)Spring & Summer*
(Topic 2) Theories and practices in regard to assessing and intervening in
literacy development for a variety of different sorts of learners, including
those facing various reading or writing difficulties.
272-632 Literature and Literacy (with Practicum) Fall & Summer*
Role of literature in literacy development from pre-school to high school.
Theories and practices in regard to interpretation, reader response, criticism,
genres, multiculturalism, and literature for early literacy and in content
learning.
3-credit A course involving language development, language disorders, language
structure, or elective literacy, as approved by advisor.
PLEASE Students who are not pursuing a master's degree should consult with
a faculty advisor
NOTE and collect a portfolio of work for "institutional endorsement" toward
the 316 license.
21 credits = 316 Reading Teacher License
M.S. in Reading/Literacy = An additional (3-credit) course + a portfolio of
work produced in the 316 program with a reflection paper tying the portfolio
work together + a comprehensive Master's exam. Note: the portfolio process
may require taking an additional 3-credit independent study course if required
by the advisor.
* = the semester(s) these courses are typically offered
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WISCONSIN STATE CERTIFICATION - READING SPECIALIST
As stipulated in s. PI 34, relating to teacher education program approval
and licenses,
Wisconsin State Department of Public Instruction lists the requirements for
the 317 Reading Specialist License as follows:
Wisconsin Department of Public Instruction's PI 34.32 (8)
Stipulations for the 317 Reading Specialist License:
A reading specialist license is required for any person who directs early
childhood through adolescence reading programs or works with reading teachers,
classroom teachers, administrators, and others as a resource teacher in reading.
A reading specialist license may be issued to an applicant who has completed
an approved program and who has received the institutional endorsement for
the reading specialist license, and who has both of the following:
(a) A reading teacher license under s. PI 34.33 (6).
(b) A master's degree with a major emphasis in reading and the ability to
demonstrate expertise in each of the following:
1. Guiding and directing the kindergarten through grade 12 program.
2. Field experience in kindergarten through grade 12 reading programs.
3. Research related to reading.
4. Supervision of instruction.
5. Content area reading for the reading specialist.
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UW-MADISON REQUIREMENTS
FOR THE 317 READING SPECIALIST LICENSE
Reading Teacher License and Master's Degree with emphasis in Reading
272-805 Guiding and Directing the School Reading Program
272-840 Field Work in School Reading Programs
305-847 Supervision of Instruction (Ed. Admin.)
Elective Seminar on Literacy (3 cr.) - as approved by faculty advisor
Elective Seminar on Literacy (3 cr.) - as approved by faculty advisor
________
15 credits beyond 316 license
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UW-MADISON STANDARDS AND PORTFOLIO REQUIREMENTS FOR THE 316 READING TEACHER
LICENSE
(as related to IRA/NCTE Standards for Reading Professionals and
WI DPI Content Guidelines for Reading Teachers and Reading Specialists)
The Department of Public Instruction of the State of Wisconsin grants two levels
of license to qualified individuals: (1) the 316 Reading Teacher license,
and (2) the 317 Reading Specialist license. As stipulated in s. PI 34, relating
to teacher education program approval and licenses, Wisconsin State Department
of Public Instruction lists the requirements for the 316 Reading Teacher
License as follows:
Wisconsin Department of Public Instruction's PI 34.33 (6)
Stipulations for the 316 Reading Teacher License:
Any person who has a specific assignment to teach reading shall hold a reading
teacher license. A reading teacher license to teach at the early childhood
through adolescence level shall be issued to an applicant who has completed
an approved program and who has received the institutional endorsement for
the reading teacher license and who meets all of the following requirements:
(a) Eligibility to hold a Wisconsin license to teach or completion of an approved
teacher education program.
(b) Two years of successful regular classroom teaching experience.
(c) Proficiency in the teaching of reading that includes a practicum in teaching
reading in all of the following:
1. Developmental reading for pupils in the early childhood through adolescent
level.
[272-500 (with practicum); 272-604 (topic 1)]
2. Assessment and instructional techniques for readers with special needs.
[272-504 (with practicum); 272-604 (topic 2)]
3. Language development.
[272-500 (with practicum); 272-604 (topic 1)]
4. Learning disabilities.
[272-504 (with practicum); 272-604 (topic 2)]
5. Content area reading.
[272-503 (with practicum)]
6. Literature for children or adolescents.
[272-632 (with practicum)]
Institutional endorsement from UW-Madison for the reading teacher license
(316) is met through the following required courses: 272-500, 272-503, 272-504,
272-604 (topic 1), 272-604 (topic 2), 272-632, plus one elective course involving
language development, language disorders, language structure, or literacy as
approved by advisor. These courses, their projects, and the 316 Reading Teacher
Portfolio are described on the following pages, as they are aligned with IRA/NCTE
(1998) Standards for Reading Professionals (Newark, DE: International Reading
Association).
The 316 Reading Teacher Portfolio
For institutional endorsement toward the Wisconsin State Reading Teacher (316)
license, a portfolio is required. This portfolio contains the research, projects,
and position papers required for the courses taken toward the Reading Teacher
License. It is evaluated by a panel of three faculty members in the literacy
area on a pass/fail basis. "Pass" means each paper meets the criteria
for each course project. For Reading Professionals also seeking a Master's
Degree, an oral defense and master's exam is also required.
Contents of the Reading Teacher (316) Portfolio
1. Portfolio Overview (see below)
2. A Literacy and Language Development Project (see C&I 500)
3. A Literacy Across the Curriculum Project (see C&I 503)
4. An Assessment and Intervention Project (see C&I 504)
5. A Children's Literature and Literacy Project (see C&I 632)
6. A Position Paper on Literacy and Language Development (see C&I 604,
topic 1)
7. A Position Paper on Assessment (see C&I 604, topic 2)
8. A Position Paper on Comprehension (see C&I 503)
Overview of Portfolio
The portfolio as a whole should demonstrate your competencies as a reading
professional. It should demonstrate your knowledge about the instructional
implications of current research, theories, pedagogy, and assessment in language
development, cognition, and literacy learning, and it should show how you are
able to use this knowledge to create programs that address the strengths and
needs of individual learners.
The overview of the portfolio should highlight your competencies in relation
to a strong theoretical base and your overall knowledge about literacy. The
overview will serve as an introduction to the portfolio's contents, with a
synopsis of each piece, as well as a reflective synthesis about how the pieces
fit together to demonstrate your overall competencies as a reading professional.
For master's candidates, consider a particular focus or theme that has emerged
from your work (e.g., comprehension, meeting individual needs, bilingualism,
literature units, reader response theories, ongoing assessment, home-school
connections, learning environments, social contexts of learning, etc.). Explore
this theme further in your overview by reviewing literature on your topic and
synthesizing it in terms of projects and position papers. Feel free to reflect
on what you might have done differently with the knowledge you have gained,
and discuss the results or significance of what you have done and learned in
the reading teacher licensure program.
272-500 Literacy and Language Development (with Practicum)
Course Description: Survey and critical analysis of language and literacy
development in and out of school. Focus on the elementary school years. Conduct
observational, field-based, or action research utilizing both the discussion
and practicum-based parts of this course as well as information gained from
C&I 604, topic one.
IRA/NCTE Standards:
1.0 THEORETICAL BASE
The reading professional will:
1.1 demonstrate recognition that reading should be taught as a process
1.2 demonstrate an understanding and respect for cultural, linguistic, and
ethnic diversity
1.3 recognize the importance of literacy for personal and social growth
1.4 recognize that literacy can be a means for transmitting moral and cultural
values
1.5 perceive reading as the process of constructing meaning through the interaction
of the reader's existing knowledge, the information suggested by the written
language, and the context of the reading situation
1.6 understand the major theories of language development, cognition, and learning
1.7 understand the impact of physical, perceptual, emotional, social, cultural,
environmental, and intellectual factors on learning, language development,
writing and reading acquisition
2.0 KNOWLEDGE BASE
The reading professional will:
2.1 understand that written language is a symbolic system
2.2 understand the interrelation of language and literacy acquisition
2.3 understand principles of new language acquisition
2.4 understand the phonemic, morphemic, semantic, syntactic, and pragmatic
systems of language and their relation to the reading and writing process
2.5 understand the interrelation of reading and writing, and listening and
speaking
2.6 understand that students need opportunities to integrate their use of literacy
through reading, writing, listening, speaking, viewing, and representing visually
2.7 understand emergent literacy and the experiences that support it
2.8 understand the role of metacognition in reading and writing, and listening
and speaking
2.9 understand how contextual factors in the school can influence student learning
and reading (e.g., grouping procedures, school programs, and assessment)
2.13 recognize the importance of giving learners opportunities in all aspects
of literacy (e.g., as readers, writers, thinkers, reactors, or responders)
3.0 INDIVIDUAL DIFFERENCES
The reading professional will:
3.2 understand, respect, and value cultural, linguistic, and ethnic diversity
5.0 CREATING A LITERATE ENVIRONMENT
The reading professional will:
5.8 implement effective strategies to include parents as partners in the literacy
development of their children
C&I 500 Portfolio Piece: A Literacy and Language Development Project
From the observational, field-based, or action research you conducted in your
practicum experience, combined with information from C&I 604, this project
should demonstrate that you can design and implement a literacy program based
on current research in literacy and language development, and that you can
communicate appropriate strategies and techniques to families and the community.
272-604 Seminar on Literacy (Topic 1: Literacy and Language Development)
Course Description: Examines current research on reading, writing, and varieties
of oral language from the perspective of sociocognitive and sociocultural literacy
studies. Course deals with various theories of school, community, and workplace
literacy, different approaches to literacy pedagogy and curricula, assessment
practices, and interventions for learners with various needs.
IRA/NCTE Standards:
1.0 THEORETICAL BASE
The reading professional will:
1.1 demonstrate recognition that reading should be taught as a process
1.2 demonstrate an understanding and respect for cultural, linguistic, and
ethnic diversity
1.3 recognize the importance of literacy for personal and social growth
1.4 recognize that literacy can be a means for transmitting moral an cultural
values
1.5 perceive reading as the process of constructing meaning through the interaction
of the reader's existing knowledge, the information suggested by the written
language, and the context of the reading situation
1.6 understand the major theories of language development, cognition, and learning
1.7 understand the impact of physical, perceptual, emotional, social, cultural,
environmental, and intellectual factors on learning, language development,
writing and reading acquisition
2.0 KNOWLEDGE BASE
The reading professional will:
2.1 understand that written language is a symbolic system
2.2 understand the interrelation of language and literacy acquisition
2.3 understand principles of new language acquisition
2.4 understand the phonemic, morphemic, semantic, syntactic, and pragmatic
systems of language and their relation to the reading and writing process
2.5 understand the interrelation of reading and writing, and listening and
speaking
2.6 understand that students need opportunities to integrate their use of literacy
through reading, writing, listening, speaking, viewing, and representing visually
2.7 understand emergent literacy and the experiences that support it
2.8 understand the role of metacognition in reading and writing, and listening
and speaking
2.9 understand how contextual factors in the school can influence student learning
and reading (e.g., grouping procedures, school programs, and assessment)
2.10 know past and present literacy leaders and their contributions to the
knowledge base
2.11 know relevant reading research from general education and how it has influenced
literacy education
2.13 recognize the importance of giving learners opportunities in all aspects
of literacy (e.g., as readers, writers, thinkers, reactors, or responders)
3.0 INDIVIDUAL DIFFERENCES
The reading professional will:
3.2 understand, respect, and value cultural, linguistic, and ethnic diversity
C&I 604 (topic 1) Portfolio Piece: Position Paper on Literacy and Language
Development
Review current theories, perspectives and research on reading and writing
acquisition, language development, cognition, and literacy learning. In terms
of the impact various cognitive, social, and cultural factors have on literacy
learning, explain your own position regarding literacy education in relation
to the major theories of language and literacy development.
272-503 Literacy Across the Curriculum (with Practicum)
Course Description: Survey and critical analysis of theories and practices
for literacy development across the curriculum. Reading, writing, oral language,
and technology as situated in the content areas. Focus on middle and high schools.
Conduct observational, field-based, or action research utilizing both the discussion
and practicum-based parts of this course as well as information gained from
C&I 604.
IRA/NCTE Standards:
2.0 KNOWLEDGE BASE
The reading professional will:
2.5 understand the interrelation of reading and writing, and listening and
speaking
2.6 understand that students need opportunities to integrate their use of literacy
through reading, writing, listening, speaking, viewing, and representing visually
2.8 understand the role of metacognition in reading and writing, and listening
and speaking
2.13 recognize the importance of giving learners opportunities in all aspects
of literacy (e.g., as readers, writers, thinkers, reactors, or responders)
5.0 CREATING A LITERATE ENVIRONMENT
The reading professional will:
5.6 promote the integration of language arts in all content areas
5.7 use instructional and information technologies to support literacy learning
5.8 implement effective strategies to include parents as partners in the literacy
development of their children
7.0 COMPREHENSION
The reading professional will:
7.1 provide direct instruction and model when and how to use multiple comprehension
strategies, including retelling
7.2 model questioning strategies
7.3 teach students to connect prior knowledge with new information
7.4 teach students strategies for monitoring their own comprehension
7.5 ensure that students can use various aspects of text to gain comprehension,
including conventions of written English, text structure and genres, figurative
language, and intertextual links
7.6 ensure that students gain understanding of the meaning and importance of
the conventions of standard written English (e.g., punctuation or usage)
8.0 STUDY STRATEGIES
The reading professional will:
8.1 provide opportunities to locate and use a variety of print, non-print,
and electronic reference sources
8.2 teach students to vary reading rate according to the purpose(s) and difficulty
of the material
8.3 teach students effective time-management strategies
8.4 teach students to organize and remember information
8.5 teach test-taking strategies
9.0 WRITING
The reading professional will:
9.1 teach students planning strategies most appropriate for particular kinds
of writing
9.2 teach students to draft, revise, and edit their writing
9.3 teach students the conventions of standard written English needed to edit
their compositions
C&I 503 Portfolio Pieces
Position Paper on Comprehension Instruction
including (but not limited to) an understanding of:
* comprehension processes;
* methods of teaching comprehension strategies including self-monitoring and
metacognition;
* the interrelation of comprehension, vocabulary and word analysis; and
* comprehension across the curriculum.
A Literacy Across the Curriculum Project
From the practicum experience, information from C&I 503, and information
from C&I 604, this project should demonstrate knowledge and skill in:
* teacher-directed and learner-directed strategies which guide the interaction
between students and their materials in content area studies and in functional
reading contexts
* teaching students to plan for particular forms and genres of writing based
on a curricular area of study
272-504 Literacy Assessment and Intervention (with Practicum)
Course Description: Survey and critical analysis of assessment and intervention
methods. Work with student(s) of varying abilities to develop and conduct a
wide variety of formal and informal assessment devices that involve multiple
indicators of student progress. Use this information to provide appropriate
instruction in word identification, vocabulary, spelling, comprehension, and
metacognitive strategies before, during, and after reading or writing.
IRA/NCTE Standards
2.0 KNOWLEDGE BASE
The reading professional will:
2.9 understand how contextual factors in the school can influence student learning
and reading (e.g., grouping procedures, school programs, and assessment)
2.13 recognize the importance of giving learners opportunities in all aspects
of literacy (e.g., as readers, writers, thinkers, reactors, or responders)
2.14 understand that goals, instruction, and assessment should be aligned
3.0 INDIVIDUAL DIFFERENCES
The reading professional will:
3.1 recognize how differences among learners influence their literacy development
3.2 understand, respect, and value cultural, linguistic, and ethnic diversity
3.3 understand that spelling is developmental and is based on students' knowledge
of the phonological system and of the letter names, their judgments of phonetic
similarities and differences, and their ability to abstract phonetic information
from letter names
3.4 recognize the importance of creating programs to address the strengths
and needs of individual learners
3.5 know federal, state, and local programs designed to help students with
reading and writing problems
4.0 READING DIFFICULTIES
The reading professional will:
4.1 understand the nature and multiple causes of reading and writing difficulties
4.2 know principles for diagnosing reading difficulties
4.3 be well-versed on individualized and group instructional interventions
targeted toward those students in greatest need or at low proficiency levels
5.0 CREATING A LITERATE ENVIRONMENT
The reading professional will:
5.1 create a literate environment that fosters interest and growth in all aspects
of literacy
5.2 use texts and trade books to stimulate interest, promote reading growth,
foster appreciation for the written word, and increase motivation of learners
to read widely and independently for information, pleasure, and personal growth
5.3 model and discuss reading and writing as valuable, lifelong activities
5.4 provide opportunities for learners to select from a variety of written
materials, to read extended texts, and to read for many authentic purposes
5.8 implement effective strategies to include parents as partners in the literacy
development of their children
6.0 WORD IDENTIFICATION, VOCABULARY, AND SPELLING
The reading professional will:
6.1 teach
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