Reading Education Certificate
Certificate of Advanced Study
Program Director: Dr. Meghan Liebfreund
Graduate Reading Programs
Information Line: 410-704-5775
This program is not currently admitting new students.
The Certificate of Advanced Study (C.A.S.) in Reading Education is a post-master’s program that reflects the university and college missions and helps develop advanced knowledge and leadership skills necessary for meeting the challenges of leading, redesigning and restructuring literacy education across the Pre-16 continuum.
The C.A.S. in Reading Education is an outcomes-based program designed to meet the standards outlined by the International Literacy Association (ILA) for administrators or coordinators who recognize and support reading professionals as they plan, implement and evaluate reading instruction. Such reading professionals administer literacy, bilingual, compensatory and ELL programs in schools or other institutional settings. They direct the organization, management and assessment of school, district or institutional literacy programs. Academic preparation for reading coordinators includes additional course work in reading and course work in professional development, grant writing, program administration and evaluation.
Candidates must have a master’s degree in Reading Education or related field from a regionally accredited college or university**.
Submit the online application plus the following:
- Three letters of professional reference, one of which must be job-related
- Professional portfolio, including:
- student assessment report
- professional writing sample
- professional development materials
Non-immigrant international students: See additional admission information in Graduate Admissions
**See Exceptions to Policy in Graduate Admissions
|Consult with your assigned adviser each term to learn of current course offerings, opportunities for electives and any prerequisite requirements|
|REED 751||LANGUAGE, LITERACY AND CULTURE||3|
|REED 752||LITERACY THEORY AND RESEARCH||3|
|REED 660||INTEGRATING TECHNOLOGY IN LITERACY INSTRUCTION||3|
|REED 745||PROFESSIONAL DEVELOPMENT IN LITERACY||3|
|ILPD 740||EVIDENCE-BASED DECISION MAKING FOR CURRICULUM AND INSTRUCTION||3|
|Students’ elective choices will enable them to further specialize in different areas by taking inter-related courses. There is considerable flexibility in elective course selection in order to meet the needs of individual candidates. Suggested courses include the following:||15|
|Second-Language Learning Courses 1|
|SOCIAL, CULTURAL, AND CURRICULAR CONTEXTS FOR SECOND LANGUAGE LEARNING|
|INSTRUCTION AND ASSESSMENT FOR SECOND LANGUAGE LEARNERS|
|INTRODUCTION TO LINGUISTICS FOR TEACHERS OF LANGUAGE AND LITERACY|
|Educational Research Courses|
|APPLIED EDUCATIONAL STATISTICS|
|INQUIRY FOR PRACTICE|
|QUALITATIVE METHODS IN EDUCATION|
|WEB-BASED INSTRUCTION IN EDUCATION|
|APPLIED PSYCHOLOGY OF LEARNING|
|ASSESSMENT IN INSTRUCTIONAL TECHNOLOGY|
|EDUCATIONAL LEADERSHIP AND TECHNOLOGY|
|MENTORING THE PRE-SERVICE CANDIDATE: EFFECTIVE PRACTICES|
|CURRICULUM THEORY AND DEVELOPMENT|
|SEMINAR IN SUPERVISION|
|Other Literacy Courses|
|WORD STUDY FOR IMPROVING LITERACY|
|SPECIAL TOPICS IN READING EDUCATION|
|MULTICULTURAL LITERATURE FOR CHILDREN AND ADOLESCENTS|
|CRITICAL CONVERSATION: EARLY LITERACY, RESEARCH, POLICY AND PRACTICE|
These three courses are designed to prepare students for the Praxis II TESOL exam and the MSDE TESOL certification.
Students collect key artifacts from each of their required courses. During their final course, students are required to submit their portfolio to the program director.
ILA Standard 1: Foundational Knowledge
Teacher Educator/Administrator Level: Understand major theories and empirical research evidence that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes and components.
ILA Standard 2: Curriculum and Instruction
Teacher Educator/Administrator Level: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
ILA Standard 3: Assessment and Evaluation
Teacher Educator/Administrator Level: Use assessment information to plan and evaluate instruction.
ILA Standard 4: Diversity
Teacher Educator/Administrator Level: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
ILA Standard 5: Literate Environment
Teacher Educator/Administrator Level: Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
ILA Standard 6: Professional Learning and Leadership
Teacher Educator/Administrator Level: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.