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Online Master’s in Reading Education
Early literacy is a predictor of lifelong success; students who can read and communicate clearly from a young age are more likely to become engaged in their classes, avoid truancy, score well on tests and stay in school. Yet adolescent literacy rates have remained the same for years without improvement in what has been widely referred to as a literacy crisis.1 Improving literacy outcomes has therefore become a school-wide initiative in all content areas, as literacy is no longer the domain of a single classroom.
If you want to make literacy your focus or better understand how to teach reading and writing outside of language arts—or if you are an administrator seeking knowledge to build a school-wide literacy plan—a master’s in reading education* from the University of Kansas School of Education and Human Sciences can prepare you with the strategies you need.
Transition to a career as a reading specialist, or elevate your teaching skills.
The KU School of Education and Human Sciences offers two tracks for the online master's in reading education, as well as a reading specialist licensure endorsement-only track. These programs help build an understanding of literacy at all levels, including assessment of literacy development from the beginning stages in pre-kindergarten through adolescence and adulthood. A master’s in reading education will help you explore the intersection of diversity and literacy and will teach you to support populations with different reading challenges.
Like all programs from the KU School of Education and Human Sciences, the online master’s in reading education is taught by well-respected faculty who balance their highly regarded academic research with firsthand experience in the classroom. While obtaining a master’s in reading education, you'll study pedagogical theory and learn how to put it into practice in your own teaching. Online coursework will be supplemented by the Reading Room, a virtual space that tracks progress and makes it easier for you to share projects with other classmates.
Earn your degree in as few as two years
Program Details
Note: In order to enroll in any of these programs, a bachelor's degree is required. No program can guarantee reading specialist licensure for every state, so it is each student’s responsibility to determine the licensure requirements in his or her state and to apply for the licenses or endorsements necessary to his or her career goals. Our department staff and licensure officer can provide individual support during the application process to help you understand your state’s requirements.
Master’s in Reading Education Course Descriptions
Reading and literacy are some of the most important skills one learns within a classroom. With a Master of Science in Education (M.S.E.) in Curriculum and Instruction with an emphasis in Reading Education, you will learn strategies needed to develop literacy in students in today’s diverse and technology-enabled classrooms. All courses listed are worth 3 credits.
Please note: Course list and sequence are subject to change.
Master's: Reading Specialist Licensure Track
C&T 709 - Foundations of Curriculum and Instruction
Basic concepts and processes of curriculum and instruction, including theories, planning models, resources for decision-making, current trends, research, and proposals for improvement of curriculum and instruction.
C&T 740 – Foundations of Reading: Process, Theory, and Instruction
It is the purpose of this course to introduce students to the foundations of the reading process, developmental levels, theory, models, and procedures at the emergent, elementary, and secondary levels. Elements of cultural, linguistic and ethnic diversity that affect the reading process are included. Students work with research related to the reading process, remediation and assessment.
EPSY 715 – Understanding Research in Education
This course introduces the concepts and skills involved in understanding and analyzing research in education and related areas. The course provides an overview of basic, general knowledge of various research methodologies. Students should expect to study much of this material in greater depth through additional course work before being fully prepared to conduct independent research. However this course should enhance their ability to locate, read, comprehend and critically analyze research articles and reports. Topics in the course include quantitative and qualitative methods and designs, historical and descriptive research and program evaluation..
C&T 741 – Comprehension and Study Strategies for Use with Multiple Texts
It is the purpose of this course to examine research, theory, and practice in reading comprehension. Emphasis is placed on the application of strategies for various text types (expository, narrative, persuasive and technical) for teaching reading comprehension and study skills across content areas in the K-12 classrooms. Prerequisite: C&T 740 or permission of the instructor.
C&T 807 - Multicultural Education
In order to provide the student with an understanding of multicultural education, the course will examine the effects of such issues as ethnicity in America, the melting pot theory, separatism, cultural pluralism, legal issues, and bilingual education upon the curriculum and instruction in today's classrooms. It will include an evaluation of materials for bias and stereotypes. Field experiences are a part of this course.
C&T 840 – Emergent Literacy and Beginning Reading
A study of emergent literacy through the beginning stages of literacy development. Course content focuses on the history, theory and research that supports instructional reading practices for children Pre-kindergarten through grade 2.
C&T 841 – Early Intervention in Reading Practicum
A case study approach to the instruction of children in need of early intervention in reading. Requires assessment, instruction, and case reports of tutored children.
C&T 842 – Supporting Striving Readers: Adolescent through Adult
A study of the characteristics and multiple causes of reading and writing difficulties, principles and procedures for diagnosing and remediating reading difficulties, how to provide individual and group intervention strategies, communicate diagnostic information and gain awareness of the impact of research on instructional decision-making for students with reading difficulties.
C&T 843 – Supporting Striving Readers: Practicum
Case study approach to the treatment of pre-adolescent through adults with reading disabilities. Requires diagnostic testing of the learner, compilation of case study reports, and participating in staffing for the purpose of designing remedial reading programs. Students also participate in implementation of remedial programs with pre-adolescent through adults through tutoring in either a clinical setting or a public school setting.
C&T 844 – The Reading Program Coordination and Supervision
An overview of the role of the reading coordinator/supervisor and that individual's responsibility for the components of a balanced reading program. Emphasis will be given to assessment of the reading program, strategies for change, improving the reading program, in-service programs, working with other school personnel, providing services, and public relations.
C&T 898 - Master’s Project
The master’s project is a collection of artifacts completed during courses in the program, along with documentation of other activities demonstrating leadership and professionalism, to demonstrate the four program outcomes: Teaching All Students, Knowing and Using Research, Pedagogical Content Knowledge and Foundational Knowledge.
Master's: Reading Non-Licensure Track
C&T 709 - Foundations of Curriculum and Instruction
Basic concepts and processes of curriculum and instruction, including theories, planning models, resources for decision-making, current trends, research, and proposals for improvement of curriculum and instruction.
C&T 740 – Foundations of Reading: Process, Theory, and Instruction
It is the purpose of this course to introduce students to the foundations of the reading process, developmental levels, theory, models, and procedures at the emergent, elementary, and secondary levels. Elements of cultural, linguistic and ethnic diversity that affect the reading process are included. Students work with research related to the reading process, remediation and assessment.
EPSY 715 – Understanding Research in Education
This course introduces the concepts and skills involved in understanding and analyzing research in education and related areas. The course provides an overview of basic, general knowledge of various research methodologies. Students should expect to study much of this material in greater depth through additional course work before being fully prepared to conduct independent research. However this course should enhance their ability to locate, read, comprehend and critically analyze research articles and reports. Topics in the course include quantitative and qualitative methods and designs, historical and descriptive research and program evaluation..
C&T 741 – Comprehension and Study Strategies for Use with Multiple Texts
It is the purpose of this course to examine research, theory, and practice in reading comprehension. Emphasis is placed on the application of strategies for various text types (expository, narrative, persuasive and technical) for teaching reading comprehension and study skills across content areas in the K-12 classrooms. Prerequisite: C&T 740 or permission of the instructor.
C&T 807 - Multicultural Education
In order to provide the student with an understanding of multicultural education, the course will examine the effects of such issues as ethnicity in America, the melting pot theory, separatism, cultural pluralism, legal issues, and bilingual education upon the curriculum and instruction in today's classrooms. It will include an evaluation of materials for bias and stereotypes. Field experiences are a part of this course.
C&T 840 – Emergent Literacy and Beginning Reading
A study of emergent literacy through the beginning stages of literacy development. Course content focuses on the history, theory and research that supports instructional reading practices for children Pre-kindergarten through grade 2.
C&T 842 – Supporting Striving Readers: Adolescent through Adult
A study of the characteristics and multiple causes of reading and writing difficulties, principles and procedures for diagnosing and remediating reading difficulties, how to provide individual and group intervention strategies, communicate diagnostic information and gain awareness of the impact of research on instructional decision-making for students with reading difficulties.
C&T 743 – Writing and Spelling Development and Instruction
A study of the research base on writing, spelling, speaking and listening for teaching the language arts; an overview of development in writing and spelling, the writing and spelling processes and instruction and strategies for integrating the language arts.
C&T 745 – Reading and the English Language Learner
The course focuses on the literacy development, research and effective teaching practices that support emerging bilinguals (EBs) and additive bilinguals becoming literate in PK–Grade 12 and adult academic settings. We examine how learning to read, write, speak and view in a new language are similar and/or dissimilar from these dimensions in a first language. Cognitive, sociocultural, linguistic and educational perspectives are investigated as part of this examination. Specific examples of challenges that exist for students as they learn to communicate in English are shared and problem-solved. Ways to connect students’ home languages, background literacy knowledge and development are also explored. The course examines the essential components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary development and comprehension. As each component is studied, implications for literacy development with EBs are highlighted.
C&T 898 - Master’s Project
The master’s project is a collection of artifacts completed during courses in the program, along with documentation of other activities demonstrating leadership and professionalism, to demonstrate the four program outcomes: Teaching All Students, Knowing and Using Research, Pedagogical Content Knowledge and Foundational Knowledge.
The Reading Specialist Licensure Endorsement Track
C&T 740 – Foundations of Reading: Process, Theory, and Instruction
It is the purpose of this course to introduce students to the foundations of the reading process, developmental levels, theory, models, and procedures at the emergent, elementary, and secondary levels. Elements of cultural, linguistic and ethnic diversity that affect the reading process are included. Students work with research related to the reading process, remediation and assessment.
C&T 741 – Comprehension and Study Strategies for Use with Multiple Texts
It is the purpose of this course to examine research, theory, and practice in reading comprehension. Emphasis is placed on the application of strategies for various text types (expository, narrative, persuasive and technical) for teaching reading comprehension and study skills across content areas in the K-12 classrooms. Prerequisite: C&T 740 or permission of the instructor.
C&T 840 – Emergent Literacy and Beginning Reading
A study of emergent literacy through the beginning stages of literacy development. Course content focuses on the history, theory and research that supports instructional reading practices for children Pre-kindergarten through grade 2.
C&T 841 – Early Intervention in Reading Practicum
A case study approach to the instruction of children in need of early intervention in reading. Requires assessment, instruction, and case reports of tutored children.
C&T 842 – Supporting Striving Readers: Adolescent through Adult
A study of the characteristics and multiple causes of reading and writing difficulties, principles and procedures for diagnosing and remediating reading difficulties, how to provide individual and group intervention strategies, communicate diagnostic information and gain awareness of the impact of research on instructional decision-making for students with reading difficulties.
C&T 843 – Supporting Striving Readers: Practicum
Case study approach to the treatment of pre-adolescent through adults with reading disabilities. Requires diagnostic testing of the learner, compilation of case study reports, and participating in staffing for the purpose of designing remedial reading programs. Students also participate in implementation of remedial programs with pre-adolescent through adults through tutoring in either a clinical setting or a public school setting.
C&T 844 – The Reading Program Coordination and Supervision
An overview of the role of the reading coordinator/supervisor and that individual's responsibility for the components of a balanced reading program. Emphasis will be given to assessment of the reading program, strategies for change, improving the reading program, in-service programs, working with other school personnel, providing services, and public relations.
Please note: The course list and sequence are subject to change.
Sources:
- Retrieved on September 26, 2018, from www2.ed.gov/programs/slcp/finalcrisis.pdf