Catalog Version

Summer/Autumn 2013
Catalog update:
May 15, 2013

Access archived catalogs in the Catalog Archive section.​​​​​

Students are required to follow the Academic Handbook and Code of Student Responsibility

The Illinois State Board of Education (ISBE) requirements for the Reading Teacher Endorsement include:

  1. Hold a valid 0-3, K-9, or 6-12 teaching license
  2. Complete 24 semester hours or 36 quarter hours, including a practicum, of reading and literacy courses in the following areas: 
    a)   Foundations of reading,
    b)   Content area reading,
    c)   Assessment and diagnosis of reading problems,
    d)   Developmental and remedial reading instruction and support,
    e)   Developmental and remedial materials and resources, and
    f)    Literature appropriate to students across all grade ranges
  3. Pass the Reading Teacher content test (#177) 

Students can pursue the Reading Teacher Endorsement by either:

  1. Completing courses that are a subset of the Reading Specialist concentration (see below), or  
  2. Applying for a Reading Teacher endorsement evaluation through ISBE.  Once a statement of area deficiencies is received, the student will meet with an advisor to determine the required outstanding coursework.  

Reading Teacher Endorsement Coursework : 36 quarter hours required, grade of C or better required 

Practicum Courses 

The practicum courses provide a clinical experience working with students with reading and learning disabilities. These hours are earned in the on-campus Family Lab in conjunction with the LSI 542, LSI 543, and LSI 544 courses. The Family Lab provides diagnostic and remedial services for children and adolescents with reading disabilities.  Graduate students who are enrolled in advanced courses provide diagnostic and remedial services to children and adolescents in the Chicago area. ​
 
 

LSI 430

INTRODUCTION TO ASSESSMENT OF READING AND LEARNING DISABILITIES

This course introduces the student to concepts and procedures in assessment of literacy and learning disabilities. Emphasis will be given equally to a theoretical framework for testing and to practical applications with actual tests. Topics to be covered include standardized testing (test construction, reliability and validity, procedures for administering standardized tests, scoring, test interpretation, non-discriminatory testing, and cultural, linguistics, and technical limitations of standardized tests) criterion referenced assessment (informal, curriculum-based, authentic assessment, portfolio assessment) and, other modes of assessment (interviewing and case histories). The course will examine assessment of various cognitive abilities, oral language, and achievement in reading, spelling, and writing. Candidates will also be introduced to analysis and interpretation of tests, profiling and report writing.
Prerequisites:
Status as an Education student in the LSI program is a prerequisite for this class.

LSI 431

FOUNDATIONS OF LITERACY: ASSESSMENT AND INSTRUCTION I

This course focuses on the nature of the reading process, current literacy theory and practices, and research-based instructional strategies to develop literacy skills in emergent and developing readers and students with reading/learning disabilities. Emphasis will be placed on understanding the reading process, analyzing and applying research-based instructional practices, administering, analyzing, and interpreting formal and informal reading assessments, and making informed instructional decisions to meet the unique needs of individual readers. Differences in reading abilities will be examined in light of providing appropriate, effective, and meaningful literacy instruction.
Prerequisites:
Status as an Education student in the LSI program is a prerequisite for this class.

LSI 432

DEVELOPING LITERACY: ASSESSMENT AND INSTRUCTION II

LSI 432 focuses on the reading, writing and literacy development of the middle and high school student (Grades 5-12). Emphasis will be placed on understanding literacy, the reading process, the interaction of reading and learning, and the connections of reading and writing. All of the above will be examined taking into consideration the physical, emotional, social, and cognitive development of the middle level student, in conjunction with the diverse demands placed upon the student by the schools. In order to comprehend these complex relationships, philosophical approaches, theoretical models, assessment measures and practical implications will be analyzed. Finally, the role of technology in literacy will be examined. (Prerequisite: LSI 431).
Prerequisites:
LSI 431 and status as an Advanced Masters Education student are a prerequisite for this class.

LSI 433

DIAGNOSIS AND INTERVENTION FOR READING AND LEARNING DISABILITIES

This course is designed to give the student an understanding of the characteristics of children with reading and learning disabilities, and of the process of diagnostic evaluation, test interpretation and report writing, and strategies for intervention. It is also designed to give some practical experience with selected tests used in diagnosis. Emphasis will be given to the use of case study material to help the student learn to analyze and interpret assessment data, write diagnostic results, and develop intervention strategies. (Prerequisite: LSI 430).
Prerequisites:
LSI 430 and status as an Advanced Masters Education student are a prerequisite for this class.

LSI 435

CURRICULUM, COLLABORATION, ADMINISTRATION AND SUPERVISION OF READING PROGRAMS

This course will prepare the reading specialist to assume a leadership role within a school or district, to help develop and supervise reading programs, and to be instrumental in integrating good reading practices throughout the curriculum and across grade levels. Students will learn about the leadership role of the reading specialist as they explore the ways in which a reading specialist can be a teacher leader, curriculum developer, and liaison to parents and the community beyond the school.
Prerequisites:
Status as an Education student in the LSI program is a prerequisite for this class.

LSI 438

READING COMPREHENSION FOR STRUGGLING READERS: LITERATURE-BASED AND CONTENT AREA INSTRUCTION

This course is designed to contextualize comprehension strategy instruction in the framework of high-quality children's literature and content-area expository texts. Students will learn think-aloud strategies to use across genres, as well as explicit, research-based instructional practices in comprehension for struggling readers. Opportunities for students to model integrated strategy use with peers and participate in a service-learning project to engage struggling readers in meaningful interactions with texts will be provided. Students will also learn the characteristics of engaging, quality literature and well-structured, accessible expository texts, and apply this learning to support classroom teachers in selecting books to engage K-12 students of a variety of backgrounds and skill levels. The relationship between comprehension and writing instruction will also be explored.

LSI 542

TESTING/DIAGNOSIS OF READING & LEARNING DISABILITIES:PRACTICUM I

Students participate in a clinical setting and evaluate children and adolescents with suspected learning problems. Under close instructor supervision, students will administer and interpret tests, deal with the ethics of testing, interpret and communicate results to parents, schools and other social agencies. (PREREQUISITES: LSI 430, LSI 431, LSI 432, LSI 433, LSI 434, LSI 435, and LSI 436).
Prerequisites:
LSI 430, LSI 431, LSI 432, LSI 433, LSI 434, LSI 435, LSI 436 and status as an Advanced Masters Education student are a prerequisite for this class.

LSI 543

DIAGNOSIS AND REMEDIATION OF LEARNING DISABILITIES:PRACTICUM II

Clinical observation and practical application of the diagnostic-remedial process by working in a supervised clinical setting with children and adolescents who have specific learning disabilities. (PREREQUISITES: LSI 430, LSI 431, LSI 432, LSI 433, LSI 434, LSI 435, and LSI 436).
Prerequisites:
LSI 430, LSI 431, LSI 432, LSI 433, LSI 434, LSI 435, LSI 436 and status as an Advanced Masters Education student are a prerequisite for this class.

LSI 544

DIAGNOSIS AND REMEDIATION OF LEARNING DISABILITIES:PRACTICUM III

Clinical observation and practical application of the diagnostic-remedial process by working in a supervised clinical setting with children and adolescents who have specific reading disabilities. (PREREQUISITES: LSI 430, LSI 431, LSI 432, LSI 433, LSI 434, LSI 435, and LSI 436).
Prerequisites:
LSI 430, LSI 431, LSI 432, LSI 433, LSI 434, LSI 435, LSI 436 and status as an Advanced Masters Education student are a prerequisite for this class.