加州州立大学圣马可斯分校

The Master of Arts in Reading, Language, and Literacy consists of the Core Coursework and the Culminating project or thesis. Students may add the Field Experience class (EDUC 614B) to be eligible for the Reading and Literacy Added Authorization (RLAA), and they may add the EDUC 614B and the Field Experience for the Reading and Literacy Leadership Specialist Credential (RLLSC) (EDUC 623) to be eligible for both the Reading and Literacy Added Authorization and the Reading and Literacy Leadership Specialist Credential. However, these two courses are NOT required for the Master of Arts in Reading, Language, and Literacy.

Students completing the program qualify for the Reading and Literacy Added Authorization, Reading and Literacy Leadership Specialist Credential, as well as a Masters of Arts. Graduates of the program are eligible for literacy leadership positions at school and district sites such as reading specialists, literacy coaches, teachers on special assignment and the like. The program trains current teachers for all three levels of schooling: elementary, middle, and high schools.

Program Student Learning Outcomes

Students graduating with a Master of Arts in Reading, Language, and Literacy will master the following outcomes:

Recognize major historical and contemporary theories and empirical research that describe the cognitive, linguistic, motivational, developmental and sociocultural foundations of reading and writing development, processes, and components.

Demonstrate the role of professional judgment in order to use foundational and historically shared knowledge to design or implement an integrated, comprehensive, and balanced literacy curriculum.

Create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, authentic literature, curriculum materials, and the appropriate use of assessments.

Employ a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources for a wide range of teaching and learning purposes and students’ needs.

Utilize a variety of assessment information to plan and evaluate instruction.

Teach English literacy by harnessing students’ primary language knowledge base to enable them to develop competency in the English language arts and to develop understanding of content across the curriculum.

Integrate tools of technology in literacy settings to gather, synthesize, and critically evaluate information and to create and communicate knowledge.

Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.

Design, facilitate, lead, and evaluate effective and differentiated literacy programs for students and professional development programs.

Investigate questions, examine assumptions and beliefs, collect and analyze data to improve teaching and students’ learning.

Recognize and influence local, state, or national policy decisions.

Create and implement strategies to advocate for equity, excellence and social justice for all students.