*The next cohort starts Fall 2020!
Click on the button below to express your interest in starting the program at this time and to add your name to the waitlist:
For the Master of Arts in Education in Literacy, students must complete a minimum of 31 credit hours (25 hours for the Special Reading Advanced Certification and 6 additional hours for the full master's degree):
Additional DESE state requirements include:
- valid initial teaching certification with two years of classroom experience
- 3 credit hours in Psychology of the Exceptional Child
- 3 credit hours in Child & Adolescent Psychology
- 3 credit hours in Behavior Management
Students should request a transcript evaluation from the School of Education to determine if they have met these additional requirements.
Exploration of methods to be used in conferencing situations with an emphasis on working with parents in the development of an I.E.P. Interpreting progress, discussions of various assessments including state requirements. Emphasis on developing relationships with parents and families of exceptional children to increase student learning.
Instructional methods and techniques for teaching vocabulary, reading, writing, speaking, listening, and visual literacy skills to ESL/EFL learners. Instructional techniques are critiqued as to their usefulness with different groups of language learners. Students will be prepared to develop the investigative, decision-making,and reflective teaching skills needed to work with English Language Learners of all ages, and to impart language instruction in the appropriate content-based context. Field-based assignment required.
A course designed to help teachers explore the wide variety of children’s and adolescent literature available for use in the classroom. The course will introduce narratives with bibliotherapeutic potential, high interest/low readability literature, literature to help young people make affective connections, literature for use in thematic studies, and literature to explore diverse cultures. Special emphasis on multicultural literature.
Second Language Acquisition is designed to focus on the theories of how humans develop language, how the development of first language differs from that of second language, and how teachers can use this knowledge to more effectively educate students who are English Language Learners within the context of the content area or grade level they teach. Field-based assignment required.
An advanced-level study of diagnostic and remedial literacy instruction. Students will investigate ways to individualize instruction for diverse students who have difficulty reading and understanding texts, review research on ways to support struggling readers, and investigate instructional strategies to promote fluency, vocabulary, comprehension, phonics/word analysis, and phonemic awareness. Students will explore special materials and evaluation tools that can be used in remedial or corrective reading programs.
An advanced-level study of readers in the 7-12 grades. Students will investigate the challenges teenage readers face with textbooks and content related readings. Students will investigate ways to individualize instruction for diverse students who have difficulty with comprehension, vocabulary, critical reading, content area reading strategies, and study skills. Special focus will be given to integrating reading instruction into language arts, social studies, science, mathematics, art, music, family and consumer science, industrial arts, vocational arts, business education, and physical education. Students will learn about the ways content area teachers and reading specialists interface to help struggling readers.
This course will cover a variety of formal assessments of literacy skills. It will include instruction on the interpretation of individualized intelligence tests, formal diagnostic procedures related to literacy, and prescriptive-differentiated instruction based on the analysis of assessment data.
This course provides the opportunity for a clinical experience which places students with a reading specialist, reading coach, or reading teacher in the school setting. Students will participate in diagnostic testing of children and staffing conferences for the purpose of designing personalized remedial programs. Students will also participate in implementation of remedial programs by working with children in the classroom and in tutoring situations. This supervised clinical experience will occur under the direction of a university faculty member. This course meets the capstone requirement for the certification program in Special Reading.
This course provides a clinical experience which places students with a secondary reading specialist, reading coach, or school literacy leader. Students will investigate standards; engage in literacy assessment, design, and instruction; and communicate with students, parents, and other professionals regarding remedial programs for struggling secondary readers. The supervised clinical experience will occur under the direction of a university faculty member. This course meets the capstone requirement for the certification program in Special Reading.
This course helps students acquire the latest information available concerning the types of literacy programs used in schools and adult education situations. Students will visit different literacy programs in the area and learn about the various materials used in today’s literacy classrooms and programs. Students will become familiar with exemplary practices in literacy instruction and learn about the research base for these practices. The course will acquaint students with the various supervisory tasks and challenges associated with supervising personnel, curriculum, and record keeping for literacy programs. The course meets the capstone requirement for Literacy Education.
This course is designed to teach educators to conduct an individualized action research project within their own classrooms to improve their practice. Students will learn the steps involved in developing an action research project, conduct the research, and share their findings as part of a culminating exercise. Must be taken at Avila University.