Degree: Master of Education
Program Director: Dr. Meghan Liebfreund
The Master of Education in Reading Education program is designed to prepare reading teachers or reading specialists, primarily for PreK-12 education but also for community colleges, industry, adult education programs, commercial education centers and private practice. The 36-unit program is highly structured with nine required courses and three electives (two of which must be in the area of literacy). It is developmental in design. Students grow in both their knowledge and application as they proceed through the program.
The Graduate Reading Education Program at Towson University does not subscribe to a particular position on reading. It closely reflects the broad, comprehensive knowledge and pedagogical skills and strategies outlined in the 2017 Standards for the Preparation of Literacy Professionals developed by the International Literacy Association.
The goals of the M.Ed. in the Reading Education program are to prepare reading teachers or reading specialists who have a dynamic understanding of the reading process, a wide array of resources for enhancing literacy for all learners, the competencies to coach others (classroom teachers, paraprofessionals, parents, etc.), and the competencies to advocate for the best literacy environments.
The program is designed to prepare the degree candidate to:
- Provide specialized literacy instruction and assessment, in cooperation with other professionals, to students at all levels.
- Provide literacy services individually or in groups.
- Communicate with colleagues, parents and the community about literacy issues, including conducting professional development workshops on literacy topics.
- Coach and/or mentor colleagues.
- Advocate for literacy development among all populations.
- Read and interpret literacy research.
- Continue to grow professionally by reading professional journals and by participating in reading conferences and workshops.
- Master essential dispositions of educators (caring for all students, collaboration with stakeholders, and commitment to professional practice).
The M.Ed. in Reading Education program is grounded in five philosophical beliefs:
- Literacy learning involves not only reading, but also writing, listening, speaking and viewing.
- Literacy instruction must be research-based and therefore requires reading specialists to be competent in interpreting and applying research findings.
- Literacy instruction must be responsive to the individual differences among learners.
- Literacy instruction must be inclusive and celebrate the diversity of learners.
- Literacy instruction and assessment must be closely connected so that instruction is developed, monitored and modified using multiple sources of assessment data.
The M.Ed. in Reading Education program can be completed on a part-time basis. Most in-person courses are offered in the early evening (e.g., 4:30-7:00 p.m.) one night per week. Some courses are offered in hybrid or fully online formats. All nine required courses on campus are offered in fall or spring terms and many are offered during the summer.
The Reading Clinic
Director: Shelly Huggins
Hawkins Hall 107H, 410-704-2558
This practicum experience is for graduate students in the master’s degree program in Reading. The Reading Clinic provides diagnostic and remediation services to individuals in the community who need improvement in reading and writing.
Candidates for admission must submit an application essay that addresses the applicant’s experience and/or approach to caring for all students, collaboration with other professionals and commitment to professional practice. Candidates for admission to the Master of Education in Reading Education program must also meet the criteria for admission to all graduate programs at the university: a 3.00 GPA for the last 60 units of undergraduate and post-baccalaureate study. Students can be admitted conditionally to the M.Ed. in Reading Education program with a 2.75 GPA. Those admitted conditionally must receive an “A” or “B” in the first three REED courses they take in the program. Candidates who completed their bachelor’s degree more than 5 years ago with less than a 3.00 can be admitted to the program by documenting five years of successful education-related work experience.
Candidates in the M.Ed. in Reading Education Program are not required to have or be eligible for a teaching certificate. This is to allow individuals interested in careers that do not require a state teaching certification (e.g., community college developmental reading, adult literacy education, private schools, the publishing industry) to pursue the degree. It is, however, important to understand that completing the M.Ed. in Reading Education does not carry automatic state certification. Maryland State Certification for Reading Specialist has these requirements:
- Eligibility for teacher certification in early childhood, elementary, secondary or special education
- Three years of classroom teaching experience
- M.Ed. in Reading Education from an approved program (e.g., Towson University)
- A total of three units in special education coursework at the undergraduate or graduate level
To be admitted to the program, send all official transcripts to University Admissions, and write the admissions essay (which covers how you are caring, committed, and collaborative in the field of education) and submit it along with the online graduate application.
Non-immigrant International Students
Program Enrollment: F-1 and J-1 students are required to be enrolled full-time. The majority of their classes must be in-person and on campus. See the list of programs that satisfy these requirements, and contact the International Student and Scholars Office with questions.
Admission Procedures: See additional information regarding Graduate Admission policies and International Graduate Application online.
|REED 601||READING THEORY AND PRACTICE||3|
|REED 609||READING ASSESSMENT||3|
|REED 621||LITERACY FOR DIVERSE LEARNERS||3|
|REED 663||STRATEGIC USE OF MATERIALS||3|
|REED 665||LITERACY IN THE CONTENT AREAS PREK-12||3|
|REED 626||CLINICAL INTERNSHIP IN READING 1||3|
|REED 726||ADVANCED CLINIC INTERNSHIP IN READING 1||3|
|REED 729||SEMINAR IN READING||3|
|REED 745||PROFESSIONAL DEVELOPMENT IN LITERACY||3|
|WORD STUDY FOR IMPROVING LITERACY|
|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|
|INTEGRATING TECHNOLOGY IN LITERACY INSTRUCTION|
|SPECIAL TOPICS IN READING EDUCATION (e.g., Adolescent Literacy; Writing Instruction)|
|INDIVIDUALIZED STUDY IN READING EDUCATION|
|MULTICULTURAL LITERATURE FOR CHILDREN AND ADOLESCENTS|
|LANGUAGE, LITERACY AND CULTURE|
|THEORY, RESEARCH AND PRACTICE IN TEACHING COMPOSITION (Maryland Writing Project Summer Institute)|
|LEARNER DIVERSITY, CULTURAL RESPONSIVENESS, AND INCLUSION IN EARLY CHILDHOOD EDUCATION|
|GROWTH AND DEVELOPMENT OF YOUNG CHILDREN|
|MATTERS OF DIVERSITY, EQUITY, AND EMPOWERMENT IN LEARNING COMMUNITIES|
|INQUIRY FOR PRACTICE|
|INTEGRATING INSTRUCTIONAL TECHNOLOGY|
|E-LEARNING DESIGN AND DEVELOPMENT|
|INTRODUCTION TO LEARNING SCIENCES|
|INSTRUCTIONAL DESIGN AND DEVELOPMENT|
|INCLUSION FOR THE CLASSROOM TEACHER|
Program Exit Requirements
Students must earn the grade of “A” or “B” in REED 626, REED 726 and REED 729. Each course may be repeated once, if necessary. Students not earning an “A” or “B” in each of those courses are dismissed from the program.
Throughout the program, students collect key assignments, along with the grade sheets, which become artifacts in their Program Portfolio. At the conclusion of the REED 729 course, students are required to present their Program Portfolio to faculty and to new students in the program. They are also required to submit a Portfolio Reflective Essay.
View more information: https://catalog.towson.edu/graduate/degree-certificate-programs/education/reading-education-med/