The Master of Science in Reading Specialization degree program provides the understanding
and competencies necessary for the reading specialist certificate. Open to certificated teachers
who will have three or more years of teaching experience by the time the master’s degree
is conferred, it is directed to the reading needs of all school children (K-12). A supervised
experience in a reading clinic is the capstone to a course sequence that provides both breadth
and depth in reading specialization. Graduation from this program leads to Maryland
certification as a reading specialist.
Chalk and Wire Requirement
Graduate students enrolled in this program are required to annually purchase a packet to
submit their required performance activities as e-portfolio products in the Chalk and Wire
web-based assignment sections. Each course will require at least one International Reading
Association (IRA) performance activity. Graduate students taking courses on a nondegree
basis and not enrolled in the M.S. in Reading Specialization degree program are also required
to purchase the Chalk and Wire packet.
Students MUST enroll in EDUC 577 and/or EDUC 582 and/or EDUC 590 as the first,
second or third courses in the program:
- EDUC 577 Introduction to Educational Research (3 credits)
- EDUC 582 Educational Philosophy in a Diverse Society (3 credits)
- EDUC 590 Technology in Educational Leadership and Reading Specialization
(3 credits)
Students MUST complete a Processes and Acquisition of Reading course before
enrolling in the required reading courses:
- EDUC 515 Processes and Acquisition of Reading*
*May be waived if student presents documentation that the course was taken in an undergraduate
program or for MSDE credit
Required courses (27 credits):
- EDUC 517 Materials for Teaching Reading: Instruction and Methods
- EDUC 518 Reading Instruction: Elementary
- EDUC 519 Reading Instruction: Secondary
- EDUC 520 Reading Diagnosis
- EDUC 521 Contemporary Issues in the Teaching of Reading
- EDUC 523 Reading Diagnosis and Prescription: Clinical
- EDUC 524 Advanced Clinical Reading Experiences: Elementary
- EDUC 525 Advanced Clinical Reading Experiences: Secondary
- EDUC 529 Literacy Leadership
- An exit folio is required.
Students enrolled in the M.S. in Reading Specialization degree program are required
to complete the following courses in the first 12 credits in preparation for full
advancement to candidacy:
- EDUC 577 Introduction to Educational Research
- EDUC 582 Educational Philosophy in a Diverse Society
- EDUC 590 Technology in Educational Leadership and Reading Specialization
Unit Assessment Organization
In compliance with the National Council of Accreditation of Teacher Education (NCATE)
requirements, the M.S. in Reading Specialization degree program is organized into three
phases for the purpose of uniform performance data collection for Unit Assessment and the
eventual improvement of the program.
For admission information, see Graduate Admission and Program Specific Application
Requirements.
Phase I: Advancement to Full Candidacy
Candidates enrolled in the M.S. in Reading Specialization degree program will be
advanced to full candidacy based on the successful completion of the following:
- Maintain a 3.0 cumulative grade point average in the following three required courses (and
one reading course): EDUC 577, EDUC 582 and EDUC 590 (the candidate’s educational
philosophy is completed in this course). Acceptable SPA performance activities will be
submitted in these three classes.
- Enroll in EDUC 515 or show evidence of taking a Processes and Acquisition of Reading
course as an undergraduate or through an in-service course (before enrolling in reading
courses).
- Submit completed Degree Candidacy Form signed by academic adviser and program
director.
Based on the successful completion of the above requirements, candidates in the M.S. in
Reading Specialization degree program are advanced to full candidacy and may continue to
Phase II after receiving the following decisions: advance to candidacy; advance to candidacy
on a conditional basis pending Alert Forms review and an overall review by the Reading
Specialization Advisory Council; and denial of advancement to candidacy based on review by
the Reading Specialization Advisory Council.
Phase II: Midpoint Transition
Candidates enrolled in the M.S. in Reading Specialization degree program will be
advanced to Phase III (Intensive Collaborative Practice) based on the successful
completion of the following Phase II requirements:
- Maintain a 3.0 cumulative grade point average in the following courses (one was taken in
Phase I): EDUC 517, EDUC 518, EDUC 519, EDUC 520, EDUC 523 and EDUC 529.
Acceptable SPA performance activities will be required in these courses.
- Pass comprehensive examination (EDUC 523).
Members of the Reading Specialization Advisory Council will review the above requirements
in Phase II and any Alert Forms and advance the candidate to Phase III with one of the
following decisions: Advancement to Phase III, Conditional Advancement to Phase III or
Denial of Advancement to Phase III.
Phase III: Intensive Collaborative Practice
Interns must successfully meet the following requirements:
- Maintain a 3.0 cumulative grade point average in the practicum courses: EDUC
524 (Elementary) and EDUC 525 (Secondary) and in EDUC 521. Acceptable SPA
performance activities will be required in these courses. Candidates complete their résumés
and educational philosophies in the practicum course.
- Successful evaluation from the lead teachers and director of the practicum courses.
Program Completion
- Receive a distinguished or proficient rating on the exit folio.
- Exit interview with program director.
- Program survey three years after program completion.
- Program survey five years after program completion.