Master of Education in Reading

The Master of Education in Reading program facilitates classroom teachers’ in-depth understanding of the reading process and their knowledge of how children learn to read and write. The major emphasis is on effective instruction, curriculum development and assessment within an interdisciplinary approach to the study of teaching, early childhood, and special education. The program is designed to meet the International Literacy Association’s (ILA) competencies for classroom teachers, reading teachers, reading consultants, and reading supervisors. Both the ILA competencies and the Oklahoma State Objectives for Reading Specialists are embedded within the coursework. Students may elect to take the state certification test in reading upon completion of their master’s degree.

Student Learning Outcomes

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