Literacy, MEd (LITERAC2-MED)

Program Description

The Master of Education in Literacy is designed for the teaching professional who seeks to advance literacy knowledge and teaching skills. The coursework for the master’s degree involves 30 credit hours, of which the first fifteen credit hours are the Reading Endorsement courses. The coursework for the Master of Education in Literacy involves: literacy theories, content area literacy, literature for diverse learners, teaching writing, literacy assessments and evaluations, working with at-risk readers/writers, serving as a literacy leader within a school setting, and a literacy research project.

Professional Standards

This program is aligned with the following professional standards: The ODHE Reading Endorsement Standards (ODHE-RE, 2023); The International Dyslexia Association: Knowledge of Practice Standards for Teachers of Reading (IDA-KPS, 2018); The International Literacy Association (ILA, 2017); and The Ohio Standards for the Teaching Profession (OSTP, 2005)

Admission Requirements

Bachelor’s degree
Current Ohio teaching license
3.00 Cumulative minimum undergraduate GPA OR 2.70 cumulative minimum undergraduate GPA and GRE or MAT score in the 50th percentile or better. (Until further notice, GRE and MAT scores will not be required for those who have a cumulative GPA between 2.70 and 2.90)
Completion of required Ohio pre-requisite “reading core” including at least 12 hours of reading/writing methods classes. Those 12 hours must include at least one separate three-semester-hour course in the teaching of phonics.

Program Objectives

Students enrolled in this program will learn to:

Examine and explore the evolving body of evidence-based research and theoretical models that inform reading acquisition including cognitive and neurological processes which impact language and literacy development. (Foundational Knowledge)
Examine and explore the need for effective literacy instruction that is explicit and systematic. Include the domains of word recognition and language comprehension, and building foundational writing skills. (Instructional Practice)
Understand the Multi-Tiered System of Supports (MTSS) by selecting and using valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student’s literacy progress and achievements which support students across three tiers of reading instruction. (Assessment)
Understand the characteristics, strengths, and needs of readers along the continuum of skills and abilities including students with dyslexia and other reading disabilities, English learners, and emergent bilinguals. (Diverse Students)
Demonstrate professionalism and assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community. (Professional Dispositions & Practice)

Program Outcomes

As a result of their learning experience, graduates of this program can: [-aligned with OSTP (2005)]:

Analyze and apply current research and theories of literacy development to design developmentally appropriate and engaging instruction for a variety of learners. . (Learner Development)
Demonstrate comprehensive knowledge of the interconnected components of literacy (phonological awareness, phonics, fluency, vocabulary, comprehension, and writing). (Content Knowledge)
Select and create a variety of formative and summative literacy assessments that accurately measure student learning and inform instructional adjustments. (Learning Differences)
Plan and deliver effective instruction that advances the learning of each individual student. (Instructional Strategies)
Create learning environments that promote high levels of learning and achievement for all students. (Learning Environments)
Collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. (Professional Learning and Ethical Practice)
Assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. (Leadership and Collaboration)

State Authorization Reciprocity Agreements (SARA)

This program prepares students to be eligible to apply for a professional license to practice in the state of Ohio. Students planning to work in other states or countries should contact the relevant state licensing board in the state where you plan to work before beginning the program. SARA does not provide reciprocity for state professional licensure requirements. Academic programs and the program graduate must meet standards set by the licensing board in a state in order for the graduate to be eligible for a license in that state.

For More Information

Program Requirements

The Literacy program is a Master’s of Education (M.Ed.) degree program for the continuing education of current teachers who hold an Ohio Resident Educator teaching license. This program degree includes Reading Endorsement that can be added to a standard teaching certificate/license.

2nd Masters Degree: Candidates with a previous Master’s degree can receive a 2nd Masters in Literacy by completing 22 credit hours: 5 Reading Endorsement courses and 7 more credit hours (ED 7800 and ED 7820 (1 credit hour - in lieu of ED 7810), and one class of your choosing- ED 7120, ED 7220, or ED 7600.)

ED 7060 - Theoretical Foundations in Literacy Credit Hour(s): 3
ED 7220 - Teaching Writing PK-12 Credit Hour(s): 3
ED 7450 - Content Literacies PK-12 Credit Hour(s): 3
ED 7500 - Literacy Assessment and Evaluation PK-12 Credit Hour(s): 3
ED 7560 - Diagnosis and Intervention for At-Risk Readers and Writers: Practicum I Credit Hour(s): 3
ED 7600 - Phonics & Multi-Sensory Learning for Dyslexic & At-Risk Readers/Writers Credit Hour(s): 3
ED 7650 - Literacy Leadership & Learning: Practicum II Credit Hour(s): 3
ED 7800 - Educational Research Framework Credit Hour(s): 3
ED 7810 - Educational Research Seminar: Practicum III Credit Hour(s): 3
EDS 6080 - Dyslexia and Multimodal Instruction Credit Hour(s): 3