Master of Arts in Reading with an Emphasis in Elementary Education

Offered By: College of Education

Domains

  1. Foundational Knowledge - Candidates analyze major theoretical, conceptual, historical, and evidence-based components of literacy and language development and the historical and evidence-based foundations related to the role of the reading/literacy specialist.[ILA-S 1, InTASC 1, 4, 7, 9]
    • Candidates analyze major theoretical, conceptual, historical, and evidence-based components of reading development to create literacy instruction [ILA-S 1.1; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC2]
    • Candidates analyze the major theoretical, conceptual, historical, and evidence-based aspects of writing development to create literacy instruction. [ILA-S 1.2-S; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC2]
    • Candidates analyze the major theoretical, conceptual, historical, and evidence-based aspects of writing process to create literacy instruction. [ILA-S 1.2; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC2]
    • Candidates analyze the major theoretical, conceptual, historical, and evidence-based components of language to create literacy instruction. [ILA-S 1.3; InTASC 1(d), 4(c), 4(j), 7(i), 7(k), 9(n); MC2]
    • Candidates analyze the relationship between reading, writing and language in the development of literacy skills. [ILA-S 1.1, 1.2, 1.3; InTASC 8(h); MC2]
    • Candidates analyze the historical, theoretical, and evidence-based foundations related to the role of the reading/literacy specialist [ILA-S 1.4 InTASC 7(k), 9(n), 9(o); MC2]
  2. Curriculum and Instruction - Candidates apply foundational knowledge to design literacy curricula, which meet the needs of all learners. Candidates collaborate with educators to develop, implement, and evaluate evidence-based instructional practices and curriculum. [ILA-S 2; InTASC 2, 4, 7, 8, 9, 10]
    • Candidates use foundational knowledge to design evidence-based literacy curricula that meets the needs of all learners. [ILA-S 2.1; InTASC 2(a), 2(g), 4(n), 5(q), 7(j), 8(a); MC2, MC5]
    • Candidates use foundational knowledge to adapt and evaluate evidence-based literacy curricula that meets the needs of all learners. [ILA-S 2.1; InTASC 2(a), 2(g), 4(f), 7(f), 7(j), 8(a), 8(s); MC2, MC5]
    • Candidates use foundational knowledge to select, critique, and evaluate evidence-based literacy curricula that meets the needs of all learners. [ILA-S 2.1; InTASC 2(a), 2(g), 4(f), 7(a), 7(j), 8(a), 8(n); MC2, MC5]
    • Candidates design and adapt cross-curricular instructional approaches, using both informational and narrative texts, to meet the literacy needs of whole class and groups of students. [ILA-S 2.2 InTASC 2(a), 2(g), 4(g), 5(h), 7(b), 7(k), 8(a), 8(k); MC2, MC5]
    • Candidates select, teach, and evaluate cross-curricular instructional approaches, using both informational and narrative texts, to meet the literacy needs of whole class and groups of students. [ILA-S 2.2 InTASC 2(a), 2(g), 4(a), 4(g), 5(h), 7(b), 7(k), 8(a), 8(k); MC2, MC5]
    • Candidates differentiate a range of instructional approaches and practices to meet the diverse literacy needs of individuals and groups of students. [ILA-S 2.3; InTASC 2(a), 2(g), 4(g), 7(b), 7(j), 8(a), 8(l); MC2, MC5]
    • Candidates collaborate with educators to develop, implement, and evaluate literacy instructional practices and curriculum. [ILA-S 2.4; InTASC 6(c), 7(a), 7(e), 7(m), 9(c), 10(b); MC4]
  3. Assessment and Evaluation - Candidates individually and collaboratively select and administer assessments, and analyze and interpret assessment results to inform instructional decision-making. [ILA-S 3, InTASC 6, 7, 9, 10]
    • Candidates identify the purposes and attributes of literacy and language assessments. [ILA-S 3.1; InTASC 6(j), 6(k); MC2]
    • Candidates evaluate the strengths and limitations of literacy and language assessments, including validity, reliability, and bias. [ILA-S 3.1; InTASC 6(b), 6(j), 6(k); MC2]
    • Candidates analyze the influence of literacy and language assessments on the classroom environment. [ILA-S 3.1; InTASC 3(e), 6(n); MC2]
    • Candidates collaborate with and support teachers to select assessment tools and administer literacy assessments. [ILA-S 3.2, 3.3; InTASC 6(k), 6(t), 9(c); MC2, MC4]
    • Candidates collaborate with educators to interpret and use assessment data for decision making regarding instruction and intervention. [ILA-S 3.2, 3.3; InTASC 6(l), 6(t), 7(d), 9(c), 10(b); MC2, MC4]
    • Candidates use both written and oral communication to explain assessment results to stakeholders, including administrators and families. [ILA-S 3.4; InTASC 6(n), 6(o), 6(q); MC1]
    • Candidates use assessment results to advocate for literacy and language practices to stakeholders, including administrators and families. [ILA-S 3.4; InTASC 10(c), 10(j), 10(o); MC2, MC3, MC4]
  4. Diversity and Equity - Candidates apply foundational theories to support diversity, equity, and culturally responsive instruction for all learners. Candidates create and advocate for equitable, inclusive, and affirming classroom and school environments at different levels. [ILA-S 4, InTASC 2, 3, 10]
    • Candidates apply theories of diversity and equity to literacy instruction. [ILA-S 4.1; InTASC 2(d), 2(j), 3(f), 5(g), 7(i); MC2, MC3, MC5]
    • Candidates apply culturally responsive best practices to literacy instruction. [ILA-S 4.1; InTASC 2(d), 2(j), 2(k), 3(f), 5(g), 7(i); MC2, MC3, MC5]
    • Candidates create and advocate for diverse classroom and school environments through culturally responsive instruction. [ILA-S 4.3; InTASC 2(j), 2(k), 2(m), 2(n), 3(f); MC2, MC3, MC5]
    • Candidates design and implement instruction that values cultural diversity in their school and in society. [ILA-S 4.2; InTASC 2(d), 2(j), 2(k), 3(f), 8(k); MC2, MC3, MC5]
    • Candidates advocate for equity at school, district, and community levels. [ILA-S 4.4; InTASC 2(j), 2(k), 3(q), 10(p); MC2, MC3, MC5]
  5. Learners and the Literacy Environment - Candidates foster a positive climate that supports a literacy-rich learning environment through individual and collaborative instruction that integrates digital and print materials to engage and motivate all learners. [ILA-S 5; ISTE-E 3, 4, 5; InTASC 1, 3, 7, 9, 10]
    • Candidates consult with colleagues to collaborate with families in meeting the developmental needs of all learners. [ILA-S 5.1; InTASC 1(b), 1(c), 1(e), 1(k), 3(n), 7(o); MC2, MC3, MC4, MC5]
    • Candidates collaborate with colleagues to implement digital and print materials to engage and motivate all learners. [ILA-S 5.2; ISTE-E 5a, 5b, 5c, 4a; InTASC 3(g), 3(m), 4(g), 5(l), 7(k), 8(n); MC1, MC4]
    • Candidates integrate digital technologies in appropriate, safe, and effective ways and assist colleagues in these efforts. [ILA-S 5.3; ISTE-E 3a, 3c; InTASC 3(m), 4(g), 5(l), 7(k), 8(n), 9(f); MC4]
    • Candidates participate in and lead school wide efforts to foster a positive climate that supports a literacy-rich learning environment. [ILA-S 5.4; InTASC 10(b), 10(c), 10(f), 10(i), 10(k); MC4]
  6. Professional Learning and Leadership - Candidates engage in reflective lifelong learning, as well as seek leadership roles and collaborative opportunities to design, align, assess and advocate for effective literacy practices, policies and interventions. [ILA-S 6; InTASC 9, 10]
    • Candidates reflect on personal practice as a reading/literacy specialist based on current research, policy, and practice. [ILA-S 6.1; InTASC 9(d), 9(g), 9(l), 9(n), 10(t); MC2]
    • Candidates collaborate in decision making to design and align instructional practices and interventions within and across classrooms. [ILA-S 6.2; InTASC 7(a), 7(e), 7(m), 10(a), 10(n), 10(o); MC1, MC2, MC4]
    • Candidates collaborate in decision making to assess and align instructional practices and interventions within and across classrooms. [ILA-S 6.2; InTASC 6(c), 9(c), 10(a), 10(b), 10(n), 10(o); MC1, MC2, MC4]
    • Candidates refine leadership skills through effective verbal and written communication. [ILA-S 6.3; InTASC 10(a), 10(n), 10(r); MC1, MC2, MC4]
    • Candidates apply research in advocating for effective local, state, or national literacy policy decisions. [ILA-S 6.4; InTASC 10(j), 10(k); MC2, MC4]
    • Candidates lead professional learning experiences to assist teachers in data-based instructional decision making for classrooms and schools. [ILA-S 3.3; InTASC, 9(b), 9(c), 10(a), 10(f), 10(i); MC1, MC2, MC4]

Disclosure Categories Related to Professional Licensure

Master of Arts in Reading with an Emphasis in Elementary Education

for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY

Alabama

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Alaska

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

American Samoa

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Arizona

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Arkansas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

California

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Colorado

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Connecticut

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Delaware

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

District of Columbia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Florida

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Georgia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Guam, US Territory

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Hawaii

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Idaho

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Illinois

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Indiana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Iowa

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Kansas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Kentucky

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Louisiana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Maine

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Maryland

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Massachusetts

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Michigan

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Minnesota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Mississippi

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Missouri

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Montana

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Nebraska

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Nevada

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Hampshire

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Jersey

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New Mexico

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

New York

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

North Carolina

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

North Dakota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Northern Mariana Islands

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Ohio

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Oklahoma

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Oregon

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Pennsylvania

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Puerto Rico

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Rhode Island

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

South Carolina

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

South Dakota

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Tennessee

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Texas

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Utah

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Vermont

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Virgin Islands

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Virginia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Washington

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

West Virginia

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Wisconsin

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Wyoming

Not Intended for Licensure

This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.

Scroll back to top