2025-2026 Graduate Catalog (DRAFT)
Reading Specialist, MEd
Location(s):
Online
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The Reading Specialist Master of Education program prepares competent, highly qualified literacy specialists by enhancing the knowledge and professional practices of certified classroom teachers for work in all educational settings to extend the literacy achievement of all students PK- 12. It affords practitioners the opportunity to broaden their understanding of the knowledge and skill necessary to implement Structured Literacy practices; culturally and linguistically relevant evidence-based literacy curricula, instruction, assessment aligned with the Science of Reading; and leadership, and evaluation that are responsive to social, cultural, cognitive, and linguistic diversity in an effort to make literacy accessible for all learners in various settings. The program prepares candidates for PDE Reading Specialist Certification.
Advisement Sheet
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Student Learning Outcomes
- Foundational Knowledge of Literacy Acquisition: Candidates demonstrate knowledge of and apply major theoretical, conceptual, historical, and culturally and linguistically relevant evidence-based foundations of literacy (including phases in the typical developmental progression, components of reading, writing development, writing processes and foundational skills) and language (including language acquisition, language processing requirements of proficient reading and writing, structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing, visually representing) along with an understanding of how to integrate explicit instruction, aspects of cognition and behavior, the new literacies and digital learning to influence literacy development across the grades and in the academic disciplines to effectively teach diverse learners.
- Curriculum and Instruction: Candidates use foundational knowledge of the components of literacy (including phonological and phonemic awareness; phonics and word recognition; automatic, fluent reading of text; vocabulary; listening and reading comprehension; and written expression) and essential principles and practices of Structured Literacy Instruction (including explicit, systematic, cumulative, teacher-directed instruction) to select, design, critique, adapt, modify, evaluate, and implement evidence-based multisensory and multimodal language-learning techniques, literacy curricula, instructional strategies, supplemental and intervention approaches, and programs (components of a comprehensive, aligned, and integrated literacy curriculum) that are responsive to individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning, to meet the needs of all learners in various settings, especially those who experience difficulty with literacy.
- Assessment: Candidates select, utilize, analyze, interpret, and summarize a variety of well-validated, reliable, fair, and appropriate formal and informal assessments and diagnostic surveys aligned with current research to screen, diagnose, and to comprehensively progress-monitor and measure the literacy achievement of diverse learners across multiple field-based experiences to implement and communicate data-driven and evidence-based literacy instruction and interventions.
- Reader Profiles: Candidates acquire and uphold the tenets of the IDA definition of dyslexia (2003, or any accepted revisions thereof) and apply their knowledge of the defining characteristics of major types of reading difficulties (i.e., mixed reading difficulties, dyslexia, fluency deficits, specific reading comprehension difficulties, and other reading and language disability subtypes), recognizing that reading difficulties often coexist with other cognitive and behavioral challenges, as they design, analyze, and implement Structured Literacy™ interventions for students with remedial reading needs, which are responsive to individual differences in cognitive, linguistic, sociocultural, neurobiological, and behavioral aspects of learning.
- Practicum/Clinical Experiences: Candidates engage in multiple field-based experiences in which they work with individual and small groups of students, and coach peers and experienced colleagues at various grade levels, as they assess students’ literacy achievement, develop literacy intervention plans, implement instructional practices, create supportive literacy learning environments, develop case study reports (that describe a student’s patterns of strengths and areas for improvement, progress toward meeting goals and expectations, and communicate assessment results and progress to students, parents, and other professionals), and assess impact on student learning through data- and evidence-based instructional strategies designed to meet the developmental needs of diverse learners.Professional Dispositions and Practices: Candidates strive to act in the best interests of learners who experience difficulty with literacy, including learners with dyslexia and other reading disorders. They support equitable treatment of students with learning differences according to state and federal laws and provide accurate information about currently accepted and scientifically supported best practices in the field to students, parents, and other professionals to promote transparency and objectivity in the reporting of assessment and intervention results.
Curriculum Requirements
- Requirement of 3.0 GPA throughout the program.
- 3.0 Overall GPA for Admission into the Program.
Supervised Practicum Experience
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