Education, Reading Education Concentration, M.Ed.

The Master of Education (M.Ed.) program with a concentration in Reading Education is intended for experienced classroom teachers who want to prepare to become reading intervention teachers or reading specialists.

Admission Criteria

All criteria are considered when reviewing applications for the M.Ed. degree program with a concentration in Reading Education. These include:

• Baccalaureate degree from a regionally accredited college/university.
• Three related work samples which show evidence of your ability to design and/or develop learning experiences using literacy.
• Undergraduate grade point average of 3.0 or higher.
• A valid teaching license.
• A professional resume.
• A two- to three-page written statement describing the applicant’s professional background and long-term professional goals.
• Recommendations from 2 relevant school personnel familiar with the candidate’s teaching performance and leadership potential.
• Applicants may also be asked to complete an interview.

Program Mission and Outcomes

The purpose of the graduate program in reading education is to prepare educators who can function as classroom reading teachers and in specialist roles in the public schools. Goals for candidates completing the reading program include developing expertise in reading instruction for all students, with a special emphasis on struggling readers; becoming experts at assessment, including literacy assessments of individual students and assessments of the literacy program; and becoming leaders in professional development and in collaborations involving literacy instruction with teachers, paraprofessionals, administrators, families and communities.

In preparation for these professional roles, candidates in the reading program will develop:

• Knowledge of the foundations of reading and writing processes and instruction.
• An understanding of a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.
• Knowledge of a variety of assessment tools and practices to plan and evaluative effective reading instruction.
• Knowledge of how to create a literate environment that fosters reading and writing.
• A view of professional development as a career-long effort.