MA in Reading: Secondary Education
Earn Your Masters in Reading for Secondary Education Online or On-Campus
Books open up new worlds for students. Literate students are empowered to pursue their passions, meet academic targets and pursue learning experiences beyond high school. The critical importance of literacy in adolescents speaks to the essential role of the reading specialist/literacy coach in public, private and charter school settings. Grand Canyon University’s Master of Arts in Reading with an Emphasis in Secondary Education prepares candidates to deliver high-quality instruction within a literacy-rich environment. Through a combination of coursework and practicum experiences, candidates examine educational best practices at the secondary level.
The master’s in reading education is offered by the College of Education. An emphasis is placed on the role of literacy in supporting secondary students as they transition to institutes of higher learning. The curriculum aligns with the standards established by the International Literacy Association.
What Can I Expect from an Online Master’s in Reading Degree?
The Master of Arts in Reading with an Emphasis in Secondary Education is available through online and on-campus evening classes. The degree requires the completion of a total of 32 credits. Most online classes are six weeks in length. Students who enroll in this online degree can expect rigorous coursework that explores the development and implementation of curricula in secondary schools. Candidates will examine the following topic areas:
- Identification of reading deficiencies
- The process of learning and memory retention
- Effective communication techniques
- Corrective reading strategies
- The creation and maintenance of literacy-rich environments
- Professional leadership models in individual and collaborative learning environments
- The engagement of a diverse student population
- Reading assessment tools and related practices
In addition, candidates are required to complete the Secondary Practicum in Reading. During the practicum experience, candidates will implement literacy intervention instruction, and perform research and analysis to develop a Literacy Work Sample (LWS). Candidates are also expected to coach other teachers in instructional practices.
What Can I Do with a Master’s in Reading for Secondary Education?
The curriculum at GCU integrates the morals, ethics and principles of the Christian worldview. This academic background positions graduates to pursue employment in a private, public or charter secondary school. Graduates may also explore opportunities in these settings:
- Social service agencies
- Education welfare organizations
- Community outreach organizations
- Publication companies
A master’s in reading for secondary education will give you the knowledge and skills you need to serve as an effective teacher in 6-12 classrooms. However, you may also consider pursuing other positions, which may include the following:
- Reading tutor
- Curriculum consultant/designer
- Literacy support provider
- School or district literacy coach
- School or district level consultant
- Textbook writer
The master’s in secondary reading education requires all applicants to provide a copy of their current teaching license. Alternatively, they may submit proof of at least one year of teaching experience. In order to complete the assignments for this program, all applicants must have access to a 6-12 classroom. Some applicants may live in states that require a K-12 credential. If this is the case, you may speak with an enrollment representative to learn about your options.
Program Core Courses
This course is designed to prepare students for the graduate learning experience at Grand Canyon University. Students have opportunities to develop and strengthen the skills necessary to succeed as graduate students in the College of Education. Emphasis is placed on utilizing the tools for graduate success.
This course provides an introduction to applied research in education across the major quantitative, qualitative, and action research traditions. Coursework focuses on understanding the research process and its integrated components and evaluating published research reports from the perspective of a critical consumer. Scientific reasoning and research design are also explored.
This course focuses on brain research (from neuroscience to the behavioral and cognitive sciences) that relates to teaching and learning and suggests ways that brain research can be translated into what teachers do in schools and classrooms. Teacher candidates will examine the inner workings of the brain and the effect on student learning, memory, and transfer. Specifically, the course explores the body of knowledge that represents the application of brain research to classroom practice, and how knowledge about the human brain can affect the curricular, instructional, and assessment decisions that teachers make every day. Practicum/field experience hours: None. Fingerprint clearance not required.
Reading/Literacy specialist candidates survey the theoretical and evidence-based foundations of reading and writing processes and instruction. This survey includes an exploration of historical through current reading and writing development, processes, and components. Reading/literacy specialist candidates are introduced to ethical and professional roles. Practicum/field experience hours: None. Fingerprint clearance not required. Practicum/field experience hours: None. Fingerprint clearance not required.
Reading/Literacy specialist candidates survey a variety of assessment tools and related practices. This survey prepares the reading/literacy specialist to plan and evaluate effective reading and writing instruction that optimizes student learning. In addition, the reading/literacy specialist candidates develop effective communication techniques. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-500. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-500.
Reading/literacy specialist candidates engage in advanced studies of assessment systems to develop, select, and interpret data at the building and district level. This advanced study of assessment information is used to plan and evaluate curriculum and instruction at the building and district level. In addition, the reading/literacy specialist candidates communicate assessment results to a variety of audiences. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-510. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-510.
Reading specialist/literacy coach candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-515.
Reading specialist/literacy coach candidates survey professional learning and leadership models for promoting literacy. emphasizing positive dispositions, individual and collaborative learning, the ability to design and evaluate professional learning experiences, the importance of advocacy, and a need for knowledge about adult learning and school leadership. From this survey, reading specialist/literacy coach candidates demonstrate and facilitate professional learning and leadership as a career-long effort and responsibility. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-550.
Reading specialist/literacy coach candidates survey instructional approaches and materials that support student learning in reading and writing. This survey prepares the reading specialist/literacy coach candidates to design an integrated, comprehensive, and balanced curriculum. Practicum/field experience hours: 10. Fingerprint clearance required.
Reading specialist/literacy coach candidates engage in advanced studies of instructional approaches and materials at the building and district level that support secondary students’ learning in reading and writing across content areas. From this advanced study, the reading specialist/literacy coach candidates design an integrated, comprehensive, and balanced curriculum. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: REA-525.
The practicum experience requires reading specialist/literacy coach candidates to implement literacy intervention instruction that is designed to meet the specific needs of students and engage in research and analysis to support compilation and creation of a Literacy Work Sample (LWS). In addition, the candidates coach and provide support to other teachers to think reflectively about improving student learning and implementing various instructional practices. Practicum/field experience hours: 75. Fingerprint clearance required. Prerequisite: REA-545.