Master's of Education — Literacy Education
The purpose of a Master's of Education in Literacy is to educate reading professionals who have an in-depth knowledge of reading theories, processes, strategies, curriculum and research. Students also use that knowledge to plan appropriate reading programs and curricula for a variety of contexts, and communicate information to a wide variety of audiences.
Graduates of the Master's of Education in Literacy program will demonstrate:
- An understanding of reading as the process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language and the context of the reading situation.
- Knowledge of the influence of cultural, ethnic and linguistic backgrounds on the reading process and how to use what the reader brings to the reading experience.
- An understanding of relationships among the language processes of reading, writing, listening and speaking.
- Support for students in acquiring the ability to monitor comprehension and reading processes and apply appropriate strategies for a variety of purposes.
- Knowledge of assessments that involve multiple indicators of learner progress.
- Development of an environment that motivates students to pursue and respond to reading and writing for personal growth and development.
- Classroom-based research in reading.
- Expertise in sharing knowledge of reading research and instructional practices with peers.
- Baccalaureate degree from a regionally accredited institution
- Admission to the Clemson Graduate School
- Meet all requirements of the Graduate School
- Copy of valid teaching certificate
- Statement of purpose (addressing professional goals and philosophy of teaching)
- Competitive GRE scores
36 semester hours and successful completion of electronic portfolio
The Master of Education in Literacy offers 2 plans for completion of course requirements:
1. Literacy Teacher certification: K-12
2. Literacy Teacher certification: K-12 and ESOL emphasis
Core Courses (required in both plans)
EDLT 860** Reading Instruction in the Elementary School (3 hours)
EDLT 861 Fundamentals of Basic Reading (3 hours)
EDLT 862 Clinical Research in Reading (3 hours)
EDLT 863 Organizing and Supervising Reading Programs (3 hours)
EDLT 864 Teaching Secondary School Reading(3 hours)
EDLT 865 Evaluation & Remediation of Reading Problems (3 hours)
EDLT 866 Practicum in Reading (Prerequisite: READ 865) (3 hours)
EDF 802 Advanced Educational Psychology (3 hours)
EDF 808 Educational Tests and Measurements (3 hours)
**If completed at the undergraduate level, consult adviser for course substitution.
Plan 1. Literacy Teacher: K-12 Certification
- Three additional literacy/language arts courses from suggested course list (9 hours)
Plan 2. Literacy Teacher: K-12 Certification and ESOL Emphasis
- EDLT 873 Teaching Reading and Writing to Limited English Proficient Learners (3 hours)
- EDLT 874 Principles and Strategies for Teaching ESOL (3 hours)
- ED 867 Practicum in the Instruction of ESOL to Elementary and Secondary Learners (3 hours)
- ED 839 Introduction to Linguistics (3 hours)
Suggested course list for additional expertise in literacy/language arts and related areas:
- EDLT 867 Middle School Reading
- EDLT 868 Using Literature and Technology for Reading Instruction
- EDLT 869 An Integrated Approach to Reading and Writing
- EDLT 870 Early Literacy: Strategic Reading and Writing Instruction
- EDLT 871 Literacy Across the Curriculum
- EDLT 872 Guided Reading and Guided Writing
- EDLT 873 Models for Balanced Literacy
- EDLT 874 Principles and Strategies for Teaching ESOL
- EDLT 882 Reading Recovery Practicum I (taken concurrently with READ 880)
- EDLT 883 Reading Recovery Practicum II (taken concurrently with READ 881)
- ED F 877 Experimental and Nonexperimental Research Methods in Education I
- ED F 880 Instructional Technology in the Elementary and Middle School
- ED SP 820 Language Arts Instruction for Individuals with Disabilities