Reading Specialization

Reading Specialization (M.S.)

Graduate
  • Master's

About this Program

With the heavy focus on reading achievement at the federal, state and local levels, highly trained reading specialists and literacy coaches are in demand in the K-12 educational environment. The reading specialization master's program provides the foundation in principles, practices and leadership teachers must acquire to meet that demand.

Program Overview

Breadth, depth

Open to certified teachers who will have taught for three or more years by the time the degree is conferred, the program deepens understanding and broadens competencies in the field. Many classes are taught by highly qualified reading specialists, affording candidates the advantage of hands-on literacy experience at the elementary, middle and high school levels.

Applied, rigorous

Unlike most other master’s programs in reading specialization, Hood provides supervised practicum opportunities in both elementary and secondary reading clinics. Master’s degree candidates work with small, diverse groups of students in both clinics, during which time they are observed and coached in assessment, diagnosis and prescription. This advanced degree program satisfies International Reading Association standards for the preparation of reading specialists. It also fulfills the Maryland State Department of Education’s requirements for licensure as a reading specialist.

Convenient

Courses in the 36-credit program are offered in the evenings and during the summer, allowing students to continue to work full-time.

Program Contact

Program Director

Phone
301-696-3466
Tanith Fowler Corsi

Assistant Director of Graduate Admissions

Phone
301-696-3603

Degrees Offered

  • MS
Cristen Reid

The 2019 Outstanding Reading Specialization Student Award

Cristen Reid | Outstanding Reading Specialization Student Awardee Graduate School Graduate Student

The Virginia Wheeler Jones Outstanding Reading Specialization Student Award was presented to Cristen Reid, M.S. Reading Specialization

  • Academics
  • Education
  • Awards
Reading Strategies

Dogs, Exploring, Plays, and Stress – Reading Clinic Part 2

Emily Bernstein Graduate Student

Aug. 23, 2018 - Getting ready for the second week of clinic, I felt a strange combination of nervous and confident. I’d survived the first week without any major disasters and felt like I’d been teaching my three students for a month.

  • Academics
Photo Of Emily with students

What’s it Like to be in Reading Clinic? Part 1

Emily Bernstein Graduate Student

Aug. 16, 2018 - A crucial part of most any graduate school program is the capstone project – the project at the end of the program where students get a chance to apply and expand on everything they have learned.

  • Academics

For students applying to the reading specialization program, please submit the following to the Graduate School:

  • One copy of official transcripts from the institution where the highest degree was conferred
  • Interview with program director
  • Writing sample to be completed during the interview

An applicant to the graduate program in Reading Specialization must already hold teacher certification to apply. This program does not issue teacher certification.

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:

1. Maintain a 3.0 cumulative grade point average in the following three required courses and one additional reading course.

Acceptable SPA (Specialized Professional Association) performance activities will be submitted in these three classes.

EDUC 502Technology for Literacy,Leadership & Learning

3.0

EDUC 577Introduction to Educational Research

3.0

EDUC 582Educational Philosophy in a Diverse Society

3.0

2. Show evidence of taking a Processes and Acquisition of Reading course as an undergraduate or through an in-service course:

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 one of 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. Denial of advancement to candidacy is 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:

1. Maintain a 3.0 cumulative grade point average in the following courses (one was taken in Phase I)

Acceptable SPA performance activities will be required in these courses.

EDUC 517Materials for Teaching Reading: Instruction & Methods

3.0

EDUC 518Reading Instruction:Elementary

3.0

EDUC 519Reading Instruction:Secondary

3.0

EDUC 520Reading Diagnosis

3.0

EDUC 529Literacy Leadership

3.0

2. Pass comprehensive examination

EDUC 523Reading Diagnosis & Prescription:Clinical

3.0

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

Candidates must successfully meet the following requirements:

1. Maintain a 3.0 cumulative grade point average in the practicum courses.

Acceptable SPA performance activities will be required in these courses.

EDUC 521Contemporary Issues in the Teaching of Reading

3.0

EDUC 524Advanced Clinical Reading Experiences: Elementary

3.0

EDUC 525Advanced Clinical Reading Experiences: Secondary

3.0

 

2. Successful evaluation from the lead teachers and director of the practicum courses.

3. An Exit Folio is required.

Program Completion

  1. Receive a distinguished or proficient rating on the exit folio.

  2. Program survey one year after program completion.

Our faculty...

are active in national professional organizations and in local schools as supervisors of teacher candidates.

All Faculty