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Reading, Literacy & Learning Major
The Reading, Literacy, and Learning Program is designed for teachers who wish to: (a) upgrade their knowledge and skills in teaching literacy in the PreK-12 classroom; (b) be an instructional specialist; or (c) work in alternate support programs. The program follows both the Standards for Reading Professionals published by the International Reading Association (IRA) and is endorsed by the accreditation agency CAEP (formerly NCATE), as well as the Virginia Department of Education Licensure Regulations for School Personnel.
Upon successful completion of this 34 hour program, a Master of Education in Reading, Literacy, and Learning will be earned. Eligibility to receive an endorsement as a Reading Specialist/Literacy Coach PreK-12 is also earned when combined with at least three years of successful classroom teaching experience in which the teaching of literacy is an important responsibility.
This degree provides teachers the opportunity to investigate research-based theories in literacy, put theory into effective practice, and examine how culture impacts literacy teaching and learning. The goal of this program is to produce competent teacher-leaders able to teach literacy across the curriculum within the parameters of research-based literacy techniques and assessment.
Students entering this program must possess a valid Virginia Collegiate Professional License or equivalent from another state at the time of admission to the program. Students interested in pursuing licensure as a Reading Specialist in the Commonwealth of Virginia are advised to obtain and adhere to the regulations of the Virginia Department of Education (VDOE) (www.doe.virginia.gov/.../licensure_regs.pdf) and to work with their school division’s personnel department to determine eligibility.
In addition to completion of this approved graduate level program, the VDOE requires passing scores on the RVE: Reading Specialist Assessment and at least three years of successful classroom teaching experience in which the teaching of literacy is an important responsibility. Students should not attempt the RVE: Reading Specialist Assessment prior to the completion of READ 660, Evaluation and Applied Practicum in Emergent/Early Literacy; READ 670, Evaluation and Applied Practicum in Intermediate/Adolescent Literacy; and READ 680, Developing Literacy Leaders.
- READ 510 Preventing Reading Difficulties (3)
- READ 520 Teaching English Language Learners in a Multicultural Society (3)
- READ 530 Intermediate to Middle School Literacy Instruction (3)
- READ 550 Literacy and Learning in the Content Classroom (3)
- READ 560 Developing Writers (3)
- READ 620 Words Study: Phonics, Spelling, and Language Structure (3)
- READ 650 Evaluation of Literacy Research (3)
- READ 660 Evaluation and Applied Practicum in Emergent/Early Literacy (3)
- READ 670 Evaluation and Applied Practicum in Intermediate/Adolescent Literacy (3)
- READ 680 Developing Literacy Leaders (3)
- READ 691 Professional Portfolio (1)
ELECTIVE COURSE (3)
Select one course from the following:
- READ 595 Special Topics (3)
- READ 635 Advanced Adolescent Literacy (3)
- READ 655 Action Research in Literacy (3)
- READ 675 Methods for Teaching Multilingual Students PK_12 (3)
- READ 685 Multicultural/Multilingual Curriculum and Instruction (3)
- READ 695 Advanced Special Topics (3)
Total hours required: 34
Newly admitted students are assigned the appropriate advisor. The assignment of the advisor generally is not changed unless the student changes his/her degree program. Prior to registration, students are encouraged to consult with their academic advisor regarding course selection and sequence, career goals, and relevant academic policies. Although the academic advisor assists students with curriculum decisions and options, the student bears full responsibility for meeting graduation requirements.
For admissions information please visit the Longwood University College of Graduate & Professional Studies website.