Reading & Literacy Education Graduate Programs

M.S.Ed. Reading & Literacy Education

The Reading & Literacy Education program is designed for teachers who have obtained their initial certification. The Master's degree requires 36 semester hours while certification only requires 24 semester hours. The program offers a mixture of face-to-face, hybrid, and online courses as well as clinical experience. After completion of coursework and taking the required Praxis exam students qualify for a Reading Specialist (K-12) certification.

The Reading & Literacy Education program at Duquesne University is recognized by the Council for Accreditation of Educator Preparation (CAEP).

Courses

All courses are required

  1. Foundational Knowledge Literacy Courses
    1. GRLA 522 Advanced Children's Literature and Multimodal Text (3)
    2. GRLA 523 Diversity and Equity in Literacy (3)
    3. GRLA 520 Introduction to Literacy Theories (3)
    4. GRLA 525 Theories, Models, and Instruction of Writing (3)
    5. GRLA 526 Literacy Development and Instruction (3)
    6. GRLA 529 Disciplinary Literacy (3)
  2. Applied Knowledge Literacy Courses
    1. GRLA 620 Literacy Assessment and Intervention (3)
    2. GRLA 630 Seminar in Literacy (3)
    3. GRLA 632 Leadership in Literacy (3)
    4. GRLA 626 Structured Literacy (3)
  3. Practicum and Clinic Literacy Experiences
    1. GRLA 628 Reading Clinic Experience (3)
    2. GRLA 633 Advanced Reading Clinic Experience (3)

TOTAL CREDITS REQUIRED: 36

Reading Specialist Certification

The Reading & Literacy Education program is designed for teachers who have obtained their initial certification. The certification-only track requires 24 semester hours. The program offers a mixture of face-to-face, hybrid, and online courses as well as clinical experience. After completion of coursework and taking the required Praxis exam, students qualify for a Reading Specialist (K-12) certification.

For candidates pursuing certification only, each candidate's preparation will be evaluated. Appropriate adjustments will be made to satisfy these requirements which are the minimum for certification as a Reading Specialist.

Courses

Reading Specialist Certification Only

  • GRLA 520 Introduction to Literacy Theories (3)
  • GRLA 525 Writing Theories, Models, and Instruction (3)
  • GRLA 526 Literacy Development and Instruction (3)
  • GRLA 635 The Roles of Literacy Leaders (3)
  • GRLA 529 Disciplinary Literacy (3)
  • GRLA 620 Literacy Assessment and Intervention (3)
  • GRLA 630 Seminar in Literacy
  • GRLA 628 Reading Clinic (3)

TOTAL CREDITS REQUIRED: 24

Learning Outcomes for Graduate Reading Programs

  1. Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of reading, writing, language, speaking, listening, viewing, and the integral role of the reading/literacy specialist in schools.
  2. Candidates use foundational knowledge to implement literacy curricula to meet the needs of learners, especially those who experience reading and writing difficulties. Candidates will do this through small-group and individual evidence-based literacy instruction for learners with specific literacy needs.
  3. Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
  4. Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
  5. Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
  6. Candidates are self-aware, lifelong learners who collaboratively design, align, and assess instructional practices and interventions that support students and professional colleagues; develop, refine, and demonstrate leadership skills; engage in collaborative decision-making with and advocate on behalf of teachers, students, families, and communities.
  7. Candidates complete several supervised, integrated, extended clinical experiences, focused on intervention with students. Supervision includes observation and ongoing feedback by qualified supervisors.

For further information, please contact the Program Director at rle@duq.edu. 

School Faculty

  • Carla Meyer, Ph.D., Program Director | Reading Clinic Director | Associate Professor
  • Valerie Gresser, Ph.D., Clinical Assistant Professor