Study Format
- Online
- On Campus
Program Length
-
Standard Program 30 Credit Hours | 24 Months
-
Accelerated Option 30 Credit Hours | 12 Months
This program is available in both a standard and accelerated format, with an option to complete the full program in as few as 12 months.
Literacy is one of the most urgent challenges in education today. Across the country, schools are under pressure to raise reading outcomes, implement evidence-aligned practices, and develop teachers who can lead that work. Concordia University Chicago's MA in Reading Education prepares practicing educators to meet that moment, grounded in scientifically-based reading research and designed for the working professional.
Blending theory and practice across 30 credit hours, this fully online program builds the knowledge and skills you need in your classroom, your school, and your community. Whether your goal is to become a reading specialist, a literacy coach, or simply a stronger, more effective reading teacher, you will graduate as a knowledgeable, credentialed literacy professional ready to make a lasting impact.
Credentialing Requirements
Upon successful completion of the required coursework and the Illinois 221 Reading Specialist Test, educators are eligible for the Illinois Reading Specialist credential, allowing them to work in a reading professional role across early childhood, elementary, middle, and secondary Illinois school settings. Educators completing this program are also eligible for the Illinois 177 Reading Teacher endorsement.
To be eligible for the Illinois Reading Specialist credential, educators must:
- Hold a valid Illinois PEL prior to entering the program
- Complete the Master of Arts in Reading Education coursework
- Pass all State of Illinois examinations
- Have successfully completed two years of teaching experience
A note for out of state educators: Educators licensed outside of Illinois are welcome to enroll in the Reading Education program. Please note that the Illinois Reading Specialist credential requires Illinois licensure (PEL) and is not available to educators with out of state licensure. For questions about reciprocity, we encourage reaching out to your state of licensure or visiting ISBE.net.
Program Requirements
Candidates are required to complete an eight-course program of study with embedded field work in reading for a total of 30 graduate credit hours, including practicum experiences at both the elementary and intermediate/upper level as well as the capstone experience.
Learning Competencies
- Understand the principles, practices and problems in public and private school programs with an emphasis on application of current theory and research in reading education.
- Interpret the historical development of reading education in America, utilizing contemporary curriculum organization models and pertinent research.
- Analyze contemporary reading and instruction issues in the United States, including the obstacles and challenges faced by educators and current educational policy-making and reform.
- Synthesize reading curriculum, teaching and pedagogy into effective teacher leadership in classrooms and beyond.
- Create appropriate strategies for improved teacher practice and successful learning outcomes.
- Develop the professional habit and responsibility for reflective practice, both in general classroom pedagogy and in the specific learning perspectives of individual students.
Program Objectives
This program will enable candidates to:
- Strengthen their foundational knowledge of reading and writing processes.
- Apply varied instructional practices, methods, and curriculum materials to literacy instruction.
- Use assessment to plan and evaluate effective reading instruction.
- Create literate environments that foster literacy instruction.
- View professional development in reading as a career-long effort.
- Engage students in a curriculum that places value on the diversity that exists in our society, as featured in elements such as race, ethnicity, class, gender, religion, and language.
Program Information
Core Courses (30 hours)
Beginning Reading Instruction (3 hours)
This course examines the factors involved in the beginning literacy processes. The focus is on current theory and research relating to issues in literacy in grades K-3. Candidates will administer and interpret appropriate assessments and plan effective intervention lesson(s) for students who struggle in reading. Field Experience Hours: 7 hours. Field Setting: Public educational setting for classroom observation and work with K-1 student required.
Foundations of Language and Reading Theory (3 hours)
This course will deepen understanding of reading research and language acquisition factors that influence the reading and writing processes. Candidates will also explore historical influences on literacy research and practice, examining literature in sociolinguistics, psycholinguistics, educational learning theory, and literacy research. Field experience hours: None. Field Setting: None.
Studies in Literacy and Multiliteracies (3 hours)
Examines the correlates of effective literacy instruction. Emphasis on application of current theory and research in literacy and multiliteracies as they apply to P-12 classrooms. Field experience hours: 1. Field setting: School, library or other location where a short lesson can be taught.
Content Reading: Middle and Secondary Schools (3 hours)
This graduate reading course emphasizes the development of competence as a literacy coach/leader in a middle or secondary setting. Integrity is fostered through attention to the diversity of learners in their various educational settings. Leadership and collaborative relationships are fostered through various experiences with middle and secondary content area teachers, cohort peers, and literacy professionals. Candidates are expected to participate in field experiences outside of course online or class hours, which include conducting interviews with teachers, teaching a lesson, and conferencing with teachers. Field Experience Hours: 5 hours. Field Setting: Candidate arranged work with middle/secondary teacher required.
Assessment of Reading with Remedial Materials and Resources (6 hours)
This is a graduate-level course series which explores the causes and types of reading difficulties, procedures for assessing the struggling reader, and experiences in administering and interpreting standardized and informal tests. The course also attends to current research relating to common reading problems and their correction. Field Experience Hours: 15 hours. Field Setting: Public educational setting and work with primary and intermediate/upper students required.
Roles, Relationships, and Ethics of the Reading Professional (3 hours)
In this course, the role of the reading professional in program development, implementation, supervision and assessment is explored from an ethical perspective. Adult learning theory, professional development and program evaluation are also investigated. Field Experience Hours: 10 hours. Field Setting: Candidates arrange to work with teacher and need access to school data and resources.
Reading Practicum Using Developmental Instruction and Support (6 hours)
This course emphasizes the application of assessment and remedial techniques in a supervised, clinical situation for K‐12 levels. It is the culminating experience for implementing data‐driven instruction and the reporting of student progress. The MA-Reading Program capstone is embedded in this course. Field Experience: 20 hours. Field Setting: Candidate‐arranged or course‐embedded work with elementary and intermediate/secondary students. Prerequisite: B or higher in EDU-6234 or permission of department chair.
Perspectives in Research and Literature Across all Grade Ranges (3 hours)
This course critically examines issues and trends in literature and research across all grades, including using it as a basis for the promotion of diversity, equity and culturally responsive instruction. Candidates learn principles of research to inform their development as critical consumers of research, policy and practice. Field Experience: None.
Capstone Experience
Embedded in clinical experience.
International students must meet additional requirements as specified in the Concordia University Chicago Academic Catalog for graduate studies.
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