Master of Science in Education – Reading Specialist
The MSEd-RS is an approved program in the State of Maine
This Master of Science in Education – Reading Specialist program prepares you to become a Reading Specialist or Literacy Coach in a K-12 setting, and this program is approved preparation for Literacy Specialist Certification (092) in the State of Maine.
The courses in this program are designed to equip you with the foundational knowledge that you need to assess students and to provide targeted literacy and reading instruction. The program prepares you to take a leadership role in your school and districts to support fellow educators in their goal of improving students’ literacy and reading growth.
Through course work that engages you in collaborative relationships around issues in literacy and reading education, you will explore the dispositions, knowledge, and skills that literacy and reading leaders need to be successful.
The MSEd-RS at UNE is taught by a highly qualified and cohesive team of experienced educators with first-hand knowledge of literacy and reading best practices. Drawing upon 21st-century literacy and reading skills and the use of emerging technologies, you will discover that this program will expand your teaching knowledge, skills, and dispositions.
- 36-credit hour program
- Complete your degree in just under two years
- 100% online – no campus visits required
- Learn anytime from any place
- No GRE Required
- Dynamic faculty of practitioners, researchers and educators
- Regionally accredited by the New England Commission of Higher Education (NECHE)
The online Master of Science in Education – Reading Specialist is designed to provide proven theories and strategies that you can put directly into practice in the classrooms, while also highlighting the latest technologies and methodologies in literacy and reading.
MSEd – Reading Specialist Coursework
This course enhances classroom-based experiences by linking them with professional research skills. Educators in this course will learn to locate and critically review a wide range of professional resources, articulate knowledge from a research-based framework, and collaborate with their peers on navigating school cultures.This course highlights the roles and responsibilities of leaders in a school setting.
This course explores the theories of differentiated instruction and its relationship to neuroscience. Within the course, educators analyze differentiation theories and incorporate differentiation strategies into the design of units and lessons in their own educational settings. Collegial reflection regarding the use of these differentiation strategies as well as reflecting on how differentiation is used to meet the needs of diverse learners will be a major component of the course.
This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practice knowledge to think about issues of practice. Through engaging inquiry units, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.
This course focuses on the use of assessments in determining a student’s reading and/or writing skills. Teachers will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and student literacy achievement. Each course module will engage teachers in becoming familiar with a range of assessments and how to use data from these assessments in developing lessons and activities that will allow students to learn subject content as well as develop and deepen literacy skills. Teachers will be engaged in the research around assessments as well as how to modify assessments and instruction based on assessments to meet the needs of diverse learners.
This course focuses on research-based study skills and strategies for providing literacy instruction within the classroom content area. Educators will learn to integrate literacy and study skills instruction in their classrooms while designing reading assignments that afford students access to the concepts in the text. Concepts and strategies presented are relevant to the needs of ESL students.
The reading-writing connection will be the focus of the course. Educators will have the opportunity to explore this connection through the examination and application of successful instructional strategies and activities. Educators, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn or learn to read and write.
This course will address how to engage in differentiated literacy practices to meet the needs of diverse learners. Educators will be immersed in the foundational knowledge that will aid them in creating effective instruction that will assist students who need support in their literacy development. The readings and coursework will explore how to approach literacy challenges from the classroom and school levels in a systematic way as well as incorporating a culturally responsive approach to pedagogy.
This course will focus on the leadership skills that the professional will need as a Reading Specialist/Literacy Coach. Specifically, this course will explore the coaching relationship and how to work collaboratively to plan, implement, and supervise literacy programs at the individual, classroom, school, and district-wide level. Focus will also be on facilitating a literate environment, working with literacy in a diverse society, and developing leadership skills. This course will also fulfill the requirements that many states have for course work in Administration and Supervision of Language Arts Programs.
This course goes into more depth specifically about meeting the needs of students whose native language is not English. Topics will include emergent literacy, individual student differences and similarities, first and second language acquisition and development, emergent and experienced reading and writing development, multiple test sources, text analysis, process writing, assessment techniques, portfolio assessment, classroom organization and management, whole language classrooms, language arts materials, and effective instructional strategies. This course will help to prepare future Reading Specialists to work with this growing population and support teachers who have students from different linguistic backgrounds.
This course is designed to straddle the disciplines of regular and special education. Students will explore the implementation of multi-tier approaches to the early identification and support of students with learning and behavior needs and ways to differentiate instruction. The course attends to the collaboration that takes places between regular and special education teachers when assessing and planning instruction for all students in an inclusive setting.
In conjunction with EDU 750, this course is the first of two practicum courses that closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. Students in this course work closely with an onsite mentor, a learning community of students and a UNE instructor. This collaboration will support students as they develop relationships with K-12 students who struggle in literacy. Experiences in the course include working in a one-on-one tutorial setting, administering a variety of reading diagnosis assessments, and collaboratively creating and implementing literacy programming that builds on diagnosis with the goal of moving learners forward in their literacy growth. This course meets most state’s requirements that a 6 credit practicum be part of an approved graduate program.
In conjunction with EDU 749, this course is the second of two practicum courses that closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. Students in this course work closely with an onsite mentor, a learning community of students and a UNE instructor. This collaboration will support students as they develop relationships with K-12 students who struggle in literacy. Experiences in the course include working in a one-on-one tutorial setting, administering a variety of reading diagnosis assessments, and collaboratively creating and implementing literacy programming that builds on diagnosis with the goal of moving learners forward in their literacy growth. This course meets most state’s requirements that a 6 credit practicum be part of an approved graduate program.
Accreditation is the review of the quality of educational institutions and programs. In the United States, accreditation is a major way that the public knows that an institution or program provides a high quality education. The University of New England is regionally accredited by the New England Commission of Higher Education (NECHE). Learn more »
MSEd-RS Learning Outcomes
- Address the full range of student motivation and differentiation issues encountered in today’s school systems
- Analyze and conduct research relevant to their teaching or administrative interests
- Document professional development in the program via an electronic portfolio of course work
- Demonstrate a high degree of specialized knowledge and skills about their chosen concentration area
- Exhibit leadership in their classroom and/or school system
- Develop online collaborative relationships with peers
Suggested next steps:
- Admissions requirements: MSEd – Reading Specialist
- Commonly asked questions for the online master’s program
- Interactive U.S. map of certification requirements
- Review our other MSEd degree options
If you have any questions about the graduate programs in Education coursework or the program requirements, please speak to one of our enrollment counselors at the email or phone number below.