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.
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.
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.
Courses in the 36-credit program are offered in the evenings and during the summer, allowing students to continue to work full-time.
Program Director
Assistant Director of Graduate Admissions
"The Reading Specialization Program at Hood College offered me the opportunity to help my students with the lowest reading levels achieve success."
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.
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.
For students applying to the reading specialization program, please submit the following to the Graduate School:
An applicant to the graduate program in Reading Specialization must already hold teacher certification to apply. This program does not issue teacher certification.
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:
Acceptable SPA (Specialized Professional Association) performance activities will be submitted in these three classes.
| EDUC 502 | Technology for Literacy,Leadership & Learning | 3.0 |
| EDUC 577 | Introduction to Educational Research | 3.0 |
| EDUC 582 | Educational Philosophy in a Diverse Society | 3.0 |
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.
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:
Acceptable SPA performance activities will be required in these courses.
| EDUC 517 | Materials for Teaching Reading: Instruction & Methods | 3.0 |
| EDUC 518 | Reading Instruction:Elementary | 3.0 |
| EDUC 519 | Reading Instruction:Secondary | 3.0 |
| EDUC 520 | Reading Diagnosis | 3.0 |
| EDUC 529 | Literacy Leadership | 3.0 |
| EDUC 523 | Reading 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.
Candidates must successfully meet the following requirements:
Acceptable SPA performance activities will be required in these courses.
| EDUC 521 | Contemporary Issues in the Teaching of Reading | 3.0 |
| EDUC 524 | Advanced Clinical Reading Experiences: Elementary | 3.0 |
| EDUC 525 | Advanced Clinical Reading Experiences: Secondary | 3.0 |
Receive a distinguished or proficient rating on the exit folio.
Program survey one year after program completion.