EdM in Reading Education
The Reading Education program prepares teachers, specialists, clinicians, and consultants to expand their understanding of reading and writing acquisition and development and to apply this knowledge to assessment and instruction. The program admits both full- and part-time students. Full-time students must enter in the fall term.
This program is approved for licensure as a Specialist Teacher of Reading in Massachusetts, and it will also qualify candidates for Sheltered English Immersion (SEI) endorsement. Although a teaching license is required for admission to the program, teaching experience is not. However, students who complete degree requirements prior to completing one year of full-time teaching must later meet this requirement to be eligible to apply to the Massachusetts Department of Elementary and Secondary Education (DESE) for licensure as a Specialist Teacher of Reading.
Varied career opportunities await degree recipients. Many graduates seek positions as general education classroom teachers, where their expertise in reading and writing assessment and instruction enables them to provide exemplary instruction to students of all performance levels. Others use their newly acquired depth of knowledge to specialize in literacy assessment and instruction. In this case, degree recipients meet requirements for positions as reading and literacy teachers, specialists, and coaches.
Coursework includes the study of theory and research related to the acquisition and development of reading and writing, as well as evidence-based practice and analysis of assessment and instructional materials, professional development, leadership, and coaching.
The program also includes practica in each semester of study, providing opportunities for situated practice from the outset. In the fall term, students will complete a clinical experience on Saturday mornings in SED’s state-of-the-art Donald D. Durrell Reading and Writing Clinic (RWC), working under the supervision of School of Education faculty to tutor an individual or small group of students. Clinicians learn to work closely with their students’ classroom teachers, thereby increasing the instructional coherence of the programs students receive in their in-school and out-of-school programs. In addition, clinicians work with their students’ parents to co-construct homework practices that cohere with and support the students’ experiences in the RWC.
During the spring term, students complete a field-based experience in a school setting; this allows them to extend the understanding and experience they developed in clinical practice by working with individuals or small groups of children in school settings (8 hours per week). In addition, students spend approximately 4 hours per week shadowing a school-based literacy specialist to deepen their understanding of principles and practices related to school leadership, coaching, and professional development.
Coursework (36 credits)
Fall Semester (18 credits)
- TL 520 Teaching English Language Learners (4 cr)
- LS 627 Critical Analysis of Children’s and Young Adult Literature (4 cr)
- LS 762 Literacy Acquisition and Development: Addressing Individual Strengths and Needs (4 cr)
- LS 763 Practicum: Clinical Interventions (2 cr)
- LS 790 Literacy Assessment to Inform Instruction (4 cr)
Spring Semester (18 credits)
- LS 690 Classroom Discourse as a Teaching and Learning Tool in Diverse Classrooms (4 cr)
- LS 764 Roles & Responsibilities of the Literacy Specialist: Leadership, Teaching & Coaching (includes field-based experience) (4 cr)
- LS 792 Teaching Adolescent Readers and Writers (4 cr)
- LS 793 Practicum: School-Based Interventions (2 cr)
- RS 600 Introduction to Research (4 cr)