中央康涅狄格州立大学

The Master of Science degree in Reading and Language Arts is designed to prepare literacy professionals who are knowledgeable and competent in providing quality support, who can enhance students' literacy learning, and who meet the standards for reading professionals as defined by the International Literacy Association and by state mandates. The master's program offers four strands:

Strand I: Reading Specialist/Literacy Coach (36 credits). It is designed to prepare teachers to become reading specialists language arts consultants/literacy coaches in compliance with the state standards for advanced certification in Remedial Reading and Remedial Language Arts (102 certification), as well as in Reading and Language Arts Consultant (097certification).

Strand II: Reading Specialist (30 credits). It is designed to prepare teachers to become reading specialists in compliance with the state standards for advanced certification in Remedial Reading and Remedial Language Arts (102 certification).

Strand III: Literacy Education (30 credits). It is designed to prepare teachers for teaching reading and language arts to diverse groups of students in a classroom context.

Strand IV: Literacy & Mathematics Education (30 credits). It is designed to prepare teachers to teach both literacy and numeracy to diverse groups of students in a classroom context.

Program Learning Outcomes

The Master of Science degree program in Reading and Language Arts is based on the ILA standards for reading professionals. In order to prepare knowledgeable and competent reading and language arts classroom teachers, reading specialists, or literacy coaches, students in the program are expected to:

• meet the ILA standards for reading professionals;
• provide leadership, through modeling and mentoring colleagues and other support staff, and acquire a wide range of instructional practices, approaches, methods, and curriculum materials to facilitate their reading and writing instruction;
• be knowledgeable in various assessments appropriate for a wide range of diversity in the classroom, including technologically based assessments, and can select, administer, and interpret assessments to enhance student learning and to communicate results to educational stakeholders;
• create a literate environment to facilitate successful reading and writing for all children;
• continue to be lifelong learners and scholars, through reading, research, and professional development, and leaders in advocating to advance the professional research base to expand knowledge-based practices.