Prospectus

The Master of Education (MEd) in Reading is a fully online graduate program designed to prepare educators to become skilled reading specialists and instructional leaders. Students progress through the program as part of a cohort, fostering collaboration, professional dialogue, and a supportive learning community. The program focuses on evidence-based reading instruction, literacy assessment, and intervention strategies that support diverse learners across grade levels and instructional contexts.

Delivered entirely online, the asynchronous format allows working educators to complete coursework on a flexible schedule while engaging in rigorous academic study and practical application. Courses emphasize the science of reading, culturally responsive literacy practices, and the development of data-informed instructional decision making.

Throughout the program, candidates explore key areas of literacy including:

• Foundations of reading development
• Language and literacy acquisition
• Assessment and diagnosis of reading difficulties
• Literacy instruction and intervention strategies
• Writing development and instruction
• Literacy leadership and coaching
• Research in literacy education

Graduates of the MEd in Reading program are prepared to:

• Provide evidence-based literacy instruction across diverse settings
• Assess and diagnose reading strengths and needs
• Design and implement targeted literacy interventions
• Support struggling readers and writers
• Serve as literacy leaders within schools and communities

The fully asynchronous design supports accessibility for educators across geographic locations while maintaining high academic standards and collaborative learning opportunities through online discussion, peer interaction, and faculty mentorship.

Program Learning Outcomes

The Master of Education in Reading follows the International Literacy Association (ILA) Standards for the Preparation of Literacy Professionals 2017 for Specialized Literacy Professionals (ILA, 2017).

1. FOUNDATIONAL KNOWLEDGE
   Candidates demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.

2. CURRICULUM AND INSTRUCTION
   Candidates use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.

3. ASSESSMENT AND EVALUATION
   Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.

4. DIVERSITY AND EQUITY
   Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.

5. LEARNERS AND THE LITERACY ENVIRONMENT
   Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.

6. PROFESSIONAL LEARNING AND LEADERSHIP
   Candidates demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.

7. PRACTICUM/CLINICAL EXPERIENCES
   Candidates complete supervised, integrated, extended practical clinical experiences that include intervention work with students and working with their peers and experienced colleagues; practica include ongoing experiences in school-based setting(s); supervision includes observation and ongoing feedback by qualified supervisors.