M.S. in Literacy Education (Birth - Grade 6)

The 31-credit Master of Science in Literacy Education (Birth to Grade 6) enables certified teachers to obtain an additional New York State certification in literacy. The program prepares professional teachers to teach reading, writing, and literacy to children at various educational levels. Graduate students will learn to master the use of cutting-edge instructional techniques and technologies to boost children's literacy skills and increase academic performance.

Program Description

The M.S. in Literacy Education program provides a strong theoretical foundation in early childhood development, learning, and literacy. Students are immersed in current and past literacy research theory and develop, reflect upon, and modify their knowledge of literacy theory within the context of course objectives. They study literacy trends and research methodology (qualitative and quantitative) and are trained in observational data collection to make informed instructional decisions.

Admission Requirements

Applicants to the M.S. in Literacy Education program must meet the following requirements for admission:

1. Application for Admission
2. A bachelor's degree from an accredited college or university. The degree should include content major or concentration (minimum 30 credits) and a strong liberal arts and science background that meet New York State Education Department criteria. Applicants to M.S. in Literacy Education programs should hold initial New York State teaching certification in areas other than literacy education.
3. Official copies of undergraduate and/or graduate transcripts from any college(s) or universities attended.
4. Grade point average of 2.75. This average may be computed from the total undergraduate record or on the last 60 hours of study.
5. One letter of recommendation from a professional in the field of education, psychology, or related disciplines which supports the student's request for admission, and addresses the student's academic skills and personal attributes, strengths, and/or weaknesses.
6. Complete an on-site writing sample. Students are asked to respond to a statement. There is no correct or incorrect response to this requirement. The response will be evaluated on the following criteria:

• Extent to which your argument is developed and supported
• Logical organization and development of the central idea
• Paragraph organization and construction
• Freedom from errors in mechanics and usage

7. Schedule an appointment with the Office of Admissions for an interview.

Degree Requirements

The M.S. in Literacy Education requires a minimum of 31 credit hours of graduate study. Students must complete all the course work listed in the Degree Requirements section, achieve a grade of B- or higher for all graduate education courses, and earn an overall G.P.A. of 3.0 or higher.

Course Descriptions

The following courses are required for the M.S. in Literacy Education program:

• EDU 500A: Advanced Technology and Curriculum (1 credit)
• EDU 590: The Reading and Writing Process (3 credits)
• EDU 591: Literacy Research (3 credits)
• EDU 605: Children's Literature (3 credits)
• EDU 601R: Reading and Writing Methods in Early and Middle Childhood (3 credits)
• EDU 607: The Process of the Writing Workshop (3 credits)
• EDU 608: Teaching Reading in the Content Area (3 credits)
• EDU 609: Literacy Assessment and Evaluation: Practicum (3 credits)
• EDU 610: Literacy Instruction for the Struggling Learner: Practicum (3 credits)
• EDU 611: Literacy Clinic: Practicum (3 credits)
• EDU 612: Supervision of Literacy Programs (K-6) (3 credits)

Detailed Course Information

EDU 500A: Advanced Technology and Curriculum

The purpose of this course is to apply knowledge and skills of computers to classroom use. Project-based activities may include web page design, research funding for education and technology, using the internet as a resource for teachers and students, and creating lessons using various programs and technologies. (Fall and Spring, 1 credit)

EDU 590: The Reading and Writing Process

This course will focus on the interrelationship of the literacy processes through the examination of epistemological, philosophical, theoretical, and pedagogical literacy models. (Fall, 3 credits)

EDU 591: Literacy Research

This course will focus on the history as well as current trends in literacy research. Students will engage in an examination of literacy research involving the generation and refinement of models and theories as well as the traditional quest for better methods of teaching reading and writing. (Fall, 3 credits)

EDU 605: Children's Literature

This course is designed to acquaint students with contemporary, as well as classic children's literature and the work of illustrators. (Spring, 3 credits)

EDU 601R: Reading and Writing Methods in Early and Middle Childhood

This course is intended to challenge educators to examine their practices regarding their language and literacy interactions and those of the students they will teach. (Spring, 3 credits)

EDU 607: The Process of the Writing Workshop

This course will focus on the interrelationship of the reading and writing processes. Through participation in a reading/writing workshop environment, a theoretical framework for the reading/writing process can be developed. (Fall, 3 credits)

EDU 608: Teaching Reading in the Content Area

The purpose of this course is to provide teachers with an in-depth understanding of literacy methodology as it relates to the reading of content area text. (Summer or Fall, 3 credits)

EDU 609: Literacy Assessment and Evaluation: Practicum

This course will prepare teachers to holistically assess and evaluate the reading and writing ability, both strengths and weaknesses, of early childhood through grade 6 children. (Fall, 3 credits)

EDU 610: Literacy Instruction for the Struggling Learner: Practicum

The primary purpose of this course is to provide the graduate student with the opportunity to utilize the diagnostic evaluation conducted in EDU 609 and to collaborate with the struggling student in designing, implementing, and evaluating an instructional plan based on individual needs. (Spring, 3 credits)

EDU 611: Literacy Clinic: Practicum

As a culmination of a sequence in the teaching of reading, this course requires the participants to apply the appropriate diagnostic and remedial skills with individual children under supervision in a clinical setting. (Summer, 3 credits)

EDU 612: Supervision of Literacy Programs (K-6)

This course is designed to focus on the elementary literacy specialist's leadership role in the planning and delivery of reading instruction from goal setting, program planning, decision-making, problem solving, program supervision, and program evaluation for students from varied cultural and linguistic backgrounds. (Spring, 3 credits)

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