Reading Education

In this 36-credit hour program, you’ll build the skills to lead reading instruction and literacy programs in your school or district. The curriculum is grounded in research and aligned with national and state standards for reading specialists. You’ll gain a strong foundation in how students learn to read and write — and how to support all learners.

 

What you’ll learn:

• Research-based strategies to improve reading and writing
• How to diagnose and respond to reading challenges
• How to build inclusive, culturally responsive literacy programs
• Leadership skills for designing and assessing reading instruction
• How to turn literacy research into real classroom practice
• All components of the reading process: comprehension, phonics, fluency, vocabulary, oral language and phonological awareness
• How to apply Reading Research to Classroom Practice (RRTCP)
• Strategies to support peers and lead professional learning

 

You’ll also complete practicum experiences that connect directly to your classroom. When you graduate, you'll be eligible for the North Carolina “M” license.

More About this Program

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Before you apply, make sure you meet the requirements for the MAEd in Reading Education program. If you have questions about licensure or eligibility, we’re here to help.

Licensure Requirements

• A GPA of at least 3.0 (based on a 4.0 scale) on all previous work completed beyond high school (secondary school).
• A professional teaching license and a minimum of one year of teaching experience. The MA.Ed. in Reading Education program qualifies graduates who hold a North Carolina professional educator's license for an advanced North Carolina K-12 Reading Education license at the master's level. Applicants seeking to obtain the Masters/Advanced competencies "M" license in K-12 reading education must hold an Initial License in any teaching field from the North Carolina Department of Public Instruction.
• Three professional references, of which one should be a current administrator/supervisor who is familiar with your teaching/career goals.
• A statement of purpose. A statement of purpose is a critical piece of a Graduate School application because it tells who you are, what your academic and professional interests are, and how you'll add value to the graduate program and university community. This is a chance for the Program Director to get to know you. A statement of purpose should be between 500 and 1,000 words. Use a traditional font (Arial or Times New Roman) at a 12-pt size and double-spaced so it is easy to read.
• Although standardized test scores are NOT required for admission, GRE or MAT test scores may be submitted as an option by applicants to provide additional information or to supplement their application.

Non-Licensure Requirements

• A GPA of at least 3.0 (based on a 4.0 scale) on all previous work completed beyond high school (secondary school).
• Three professional references, of which one should be a current administrator/supervisor who is familiar with your teaching/career goals.
• A statement of purpose. A statement of purpose is a critical piece of a Graduate School application because it tells who you are, what your academic and professional interests are, and how you'll add value to the graduate program and university community. This is a chance for the Program Director to get to know you. A statement of purpose should be between 500 and 1,000 words. Use a traditional font (Arial or Times New Roman) at a 12-pt size and double-spaced so it is easy to read.
• Although standardized test scores are NOT required for admission, GRE or MAT test scores may be submitted as an option by applicants to provide additional information or to supplement their application.

Note: Graduates from the program who do not have a professional educator's license can earn the M.A.Ed. in Reading degree but will not be eligible for licensure at any level (this is the non-licensure route).

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The MAEd in Reading Education is organized around four major standards established by the International Literacy Association's (ILA) for master's level literacy specialist. These standards reflect NC Department of Public Instruction 2009 guidelines for reading teachers and expectations set forth by NCATE.

The four standards are:

• Standard 1: Reading teacher candidates have knowledge of foundations of reading.
• Standard 2: Reading teacher candidates use a wide range of reading assessment tools and results in order to provide developmentally appropriate instruction.
• Standard 3: Reading teacher candidates understand and apply best instructional practices and techniques in the reading process for all learners.
• Standard 4: Reading teacher candidates create a literate environment that fosters reading and writing competencies by integrating foundational knowledge and technology.

The M.A.Ed. in Reading Education Program emphasizes the current science of reading focused on reading and evidence-based methods and the six components of the reading process: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Specifically, this program incorporates the Reading Research to Classroom Practice (RRTCP) instruction. During the program candidates will understand and develop the foundations of reading and writing processes and instruction; use instructional approaches/materials and an integrated/comprehensive/balanced curriculum to support student learning in disciplinary literacy; use assessment to plan/evaluate/augment effective reading and writing instruction; create an engaging literacy environment and instruction that exemplifies equity literacy; demonstrate/facilitate/commit to professional learning and leadership as a career-long effort and responsibility by serving as a resource to educate teachers, administrators and the community. 

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