M.A. in Literacy Education
- Bring joy to struggling readers
- Qualify for a MN K-12 or WI 316 Reading Teacher license
- Earn a master's degree in literacy education
K-12 Reading Teacher/WI 316
- 17 credits
- One year, weekend & summer classes
- Offered at convenient locations in MInnesota
Master of Arts in Literacy Education
- 17 additonals credits
- Summer & weekend classes
Program Praise
"Saint Mary's University has provided me with a treasure trove of best practices for teaching reading at all grade levels." –Kathy Henderson
"Watching students unlock the doors to their future brings satisfaction beyond my wildest dreams. It's a joy to be part of the transformation of so many young people." –Peggy Westlund
"I've been teaching for 15 years and finally feel competent to teach reading to all students. Saint Mary's has truly made a difference in my instruction." –Judy Vitito
Students who have completed the Saint Mary's University Minnesota K-12 Reading Teacher program in good standing (cumulative GPA 3.0 or higher) and who wish to earn a master’s degree in literacy education may do so through completion of seven additional courses, culminating in the presentation and defense of a research project. These courses are offered primarily through summer sessions, partially online, and on weekends during the school year. The leadership practicum is completed in an educational setting (K-12 school, technical college, community-based literacy organization) of the candidate’s choice.
Completion of all required courses for the K-12 Reading Teacher program.
EDRD607 Theoretical Models and Processes of Reading (3)This course explores the theoretical models and research that inform contemporary understandings of reading development across the lifespan. Exploration and critical review of research in areas of interest (e.g., literacy policy, language and cognition in sociocultural contexts, foundations for literacy development, comprehension development, motivation and engagement, and instructional effects on literacy development) are featured. Implications for curriculum development are emphasized.
EDRD608 Theory and Research in Writing (3)The theoretical and research base for current trends in writing instruction in K-12 and post-secondary schools are explored. Topics of study include spelling, grammar, and composition across the lifespan. Student choice in completing a review of the research literature in an area of interest is featured.
EDRD609 Explorations in Children’s Literature (1)This course is designed for candidates who wish to increase their familiarity with genres of children’s literature, examples of classical and contemporary children’s books, and instructional strategies for building a quality literature program at the preschool through sixth grade levels. The course culminates in development of a bibliographic portfolio that includes curriculum applications for literary selections read.
EDRD610 Explorations in Adolescent Literature (1)This course is designed for candidates who wish to explore the genres of literature for adolescents and young adults. Genre selections within adolescent/young adult literature and criteria for developing a quality literature program are featured. The course culminates in development of a bibliographic portfolio that includes curriculum applications for works cited.
EDRD611 Leadership Practicum in Literacy Education (3)This course is centered on a student-designed practicum in an educational setting that includes individual peer coaching and professional development to groups of teachers and/or service providers in the field of literacy development. The course consists of class meetings and online facilitated discussions via Blackboard.
EDRD612 Advanced Diagnosis and Remediation of Reading and (3)Investigation of the nature, causes, and course of reading and writing disabilities across the lifespan, including frequently co-occurring conditions that impact literacy acquisition, is the focus of this course. Assessment topics include (1) evaluation of school-level assessment data such as nationally-standardized tests or curriculum-based assessments; (2) individual diagnosis and case study development; and (3) implications of Response to Treatment (RTI) for identification of students with literacy disabilities. This course also features advanced topics in design and validation of assessment tools and remediation of literacy disabilities across the lifespan.
EDRD613 Educational Research Design (3)This course explores the design, execution, analysis and evaluation of qualitative, empirical, and teacher action research in the field of literacy across the lifespan. Seminar discussions of issues in literacy education lead to individual research proposals that include a literature review and a methodology/action plan for investigation of a targeted area of interest regarding literacy development.
EDRD614 Master’s Project Presentation (1)The culmination of the master’s degree is the presentation and defense of the candidate’s research project. Prior to the final presentation candidates receive instructor guidance and peer feedback through online discussions via Blackboard.
Program Staff
Education - Dean, School of Education, Education - Professor, Reading Licensure Program - Director