The M.Ed. Program in Reading, Language, and Literacy Education requires a total of 33 hours of courses to be taken in four sequenced phases:
I. Foundations of Reading and Technology (12 hrs.);
II. Expanding Content and Pedagogical Knowledge(9 hrs.);
III. Developmentally Appropriate Assessment and Instruction (9 hrs.);
IV Reflective Leadership (3 hrs).
Phase I: Foundations of Reading and Technology (12 hours)
READ 6100 Current Issues and Practices in Literacy (3)
READ 6252 K-12 Writing Development & Instruction (3)
READ 6265 Multiliteracies in a Global World: Reading and Writing Texts
in New Times (3)
RSCH 6101 Introduction to Educational Research (3)
Phase II: Expanding Content and Pedagogical Knowledge (9 hours)
READ 6250 Emergent and Elementary Literacy (3)
READ 6255 Middle/Secondary Reading and Writing (3)
ENGL XXXX Any advisor-approved graduate course in juvenile literature
Phase III: Developmentally Appropriate Assessment and Instruction (9 hours)
EDUC 6254 Individualizing Instruction for Diverse Learners (3)
READ 6260 Diagnostic Assessment and Instruction in Reading (3)
READ 6204 Teaching Reading to English Language Learners (3)
Phase IV: Reflective Leadership (3 hours)
READ 6474 Collaborative Leadership in Literacy Education (3)
Clinical Field Experiences
Students in the Reading Education program participate in structured field experiences that require them to apply course work in classroom settings, analyze P-12 student learning, and reflect on their practice in the context of theories on teaching and learning. Students deepen their understanding of the knowledge, skills, and professional dispositions that foster student learning. These experiences broaden their ability to help all students learn, including children with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups. These structured field experiences can take place in multiple settings such as neighboring schools or districts, day care centers and after-school programs, alternate youth centers, or in the schools and classrooms in which the candidates work.
Candidates demonstrate leadership to teachers, administrators and the community by making a presentation to attendees of the leading reading organization in the state, the North Carolina Council of the International Reading Association. They become the voice, the leaders, the experts who are sharing their knowledge of research and best practices with the professional community. Preparation for this begins in the first course of the program and continues throughout all of the courses as students develop a proposal, assess the needs of teachers and students and then work collaboratively to plan their mode of dissemination.
Admission to Candidacy
The Candidacy form supplied by the Graduate School must be received no later than the eighth instructional day of the semester in which completion of all degree requirements is expected.
Application for Degree
The Application for Degree/Graduation form supplied by the Graduate School must be received early in the last semester of your program.