Master of Education with a Major in Reading Instruction
The M.Ed. in Reading Instruction has been recognized by TheBestSchools.org as one of the top 10 online M.Ed. programs in Reading Teacher Education for 2022!
For more information, please see the Academic Catalog.
The M.Ed. in Reading Instruction program at the University of West Georgia is offered to educators certified in teaching who desire graduate-level study and competence in literacy theories, research, and instructional practices. The Reading Instruction program is fully online and consists of 30 credit hours. The program is designed for the needs of working professional educators. Coursework is approved by the Georgia Professional Standards Commission (PSC), aligned with International Literacy Association (ILA) and International Dyslexia Association (IDA) standards, and designed to provide focused professional development for certified teachers in the assessment and instruction of literacy. Candidates learn research-based strategies aligned with structured literacy (science of reading) and balanced/interactive literacy as complementary approaches to effective reading and literacy instruction. Candidates also develop proficiency in teaching speaking, listening, reading, and writing as interrelated skills that influence students’ literacy development. The program prepares graduates to serve as literacy specialists and instructional leaders in their respective schools and districts.
Graduates in the program develop professional excellence by:
- Understanding literacy theory and research and how they influence assessment and instruction for effective reading and writing best practices across content areas.
- Leading inquisitive learning through technology and culturally responsive instruction to motivate all learners.
- Engaging learners in developing critical stances through collaborative interactions during reading, writing, speaking, listening, and viewing for life-long learning.
- Improving literacy curricula to enhance student literacy achievement.
View the flyer for the M.Ed. in Reading Instruction program.
While not a requirement to graduate, passing the appropriate GACE assessment qualifies candidates to have the Literacy Specialist field added to the teaching certificate
Plan of Study and Course Rotation Schedule
Co-Curricular Map
For more information:
Department of Early Childhood through Secondary Education
Dr. Robert Griffin, Assistant Chair of Reading Programs
rgriffin@westga.edu
678-839-6152
Program Location
Online
Method of Delivery
100% online
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 30
Graduate students may be able to reduce their cost through prior learning, previous degrees earned at UWG, or transfer credits. We have created a tool to help students estimate their tuition costs.
This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.
Save money
UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
- For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
100% Online
General
Program Sheet and Course Rotation Schedule
Co-Curricular Map
This course is designed for candidates to showcase their proficiencies in language and literacy teaching, learning, and leadership. Students demonstrate their skills as future literacy professionals and teacher leaders through designing and presenting a comprehensive professional learning project.
This course is designed to give a culturally pluralistic and global perspective to the equitable education of culturally and linguistically diverse student populations. Students will develop a knowledge base about culture, its influence on learning and teaching, and its role in intercultural P 12 classroom settings. In this course, educators will examine major theories related to educating a culturally and linguistically diverse student body and develop strategies for ensuring that bi/multilingual English learners develop knowledge of mainstream culture as they become proficient in English.
This course focuses on the major theories of first and second language acquisition and principles of linguistic systems (i.e., phonology, phonetics, morphology, syntax, and pragmatics), and examines these topics drawing on a student-centered approach to enhance pedagogical understanding of teaching English to speakers of other languages. Specifically, course content explores these topics as they relate to classroom-based language learning. Candidates will explore the relationship of oral and written language and become familiar with assessment techniques and devices for evaluation of the development of English language proficiency.
This course is an examination of past and current approaches, methods, and techniques for teaching English to speakers of other languages (ESOL). Participants analyze program models and methods of instruction for bi/multilingual English learners; demonstrate teaching strategies; develop lesson and unit planning skills; evaluate materials, textbooks, and resources available in the field; examine issues in testing bi/multilingual English learners for placement, diagnosis, exit, and evaluation; and analyze current assessment instruments.
This course highlights the importance of teachers engaging in the writing process to gain a better understanding of their own writing processes and in turn increase their effectiveness as writing teachers. This course also examines the theoretical, historical, and research-based foundations of writing instruction with particular emphasis on implementing process writing in the classroom. Grounded in current theories about why and how we write as well as best practices for teaching writing, learners will consider how theories and research inform writing pedagogy, professional learning, policy, and future research.
This course focuses on historical, current, and emerging trends and issues affecting the field of language and literacy education. Learners will examine how these trends and issues have informed and continue to inform language and literacy pedagogy, professional learning, policy, and future research.
This course introduces candidates to appropriate assessments to analyze P-12 students' language and literacy strengths and needs to determine interventions for progress monitoring as well as enrichment strategies. Candidates will survey formal and informal assessments, authentic assessments, instructional strategies, and purposeful materials for advanced, proficient, striving (formerly known as struggling) readers/writers, and students with dyslexia and other disorders, as well as culturally and linguistically diverse learners.
This course is designed to guide educators in the development of a framework in which they can critically examine the influence of cultural and linguistic diversity in literature to implement culturally responsive pedagogy. Emphasis will be given to integrating culturally diverse children s and young adult literature across the curriculum to create inclusive learning environments and to help educators function as change agents committed to equity for all learners, including advanced, proficient, and striving (formerly known as struggling) readers/writers, as well as culturally and linguistically diverse students.
This course introduces candidates to learning and literacy theories that underpin prevalent pedagogical practices in the teaching of reading and writing. Students will explore theories of literacy development and the acquisition of reading and writing, as well as the theoretical foundations for a range of instructional approaches related to the dimensions of literacy (phonological awareness [including phonemic awareness], phonics, fluency, vocabulary, comprehension, and writing). Historical perspectives of literacy, as well as prominent researchers and theorists, will also be studied. Theoretical paradigms (i.e., bottom-up, top-down, and interactive) will inform candidates pedagogy with all students, including advanced, proficient, and striving (formerly known as struggling) readers/writers as well as culturally and linguistically diverse learners.
Jennifer K. Allen, Ph.D.
Associate Professor
Robert A. Griffin, Ed.D.
Associate Professor & Assistant Chair of Reading Programs
John Ponder, Ph.D.
Department Chair, Associate Professor
Bethany L. Scullin, Ph.D.
Associate ProfessorGuidelines for Admittance
- All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
- Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
- Official transcripts from all post-secondary schools attended are required and should be sent directly to the UWG Graduate Admissions Office.
Program Specific Admittance Guidelines
- A cumulative undergraduate GPA of 2.7 or higher is required.
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Applicants must hold a valid level 4 or higher Induction, Professional, Advanced Professional, or Lead Professional teaching certificate, leadership certificate, service field certificate, or Life certificate.
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Applicants must have at least 3 years of acceptable teaching experience at an accredited PK-12 school (excluding supply/substitute, paraprofessional, or as a member of a board of education).
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Applicants must demonstrate proficiency in the foundations of reading, literacy, and language. The proficiency requirement is met for applicants already holding Elementary Education certification earned after July 1, 2025, Reading Endorsement certification based on GaPSC Rule 505-3-. 96 effective July 1, 2023 or later, or a passing score on the GACE Content Assessment in Reading Education after July 1, 2025. Candidates not holding one of these certifications should submit, at the time of application, another valid and reliable measure of candidate proficiency (e.g., Lexia LETRS certification, Cox Campus or Georgia Learns K-3rd Structured Literacy Program Certification, Orton-Gillingham Structured Literacy Certification, etc.)
- Applicants must submit a professional Resume or Vitae.
Application Deadlines
Specific Graduate Admissions Deadlines are available via the Graduate School
* Application, app fee, and document deadline
See The Scoop for more specific deadlines.
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
One exception: If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.
Contact
Graduate Admissions
Email: graduate@westga.edu
Phone: 678-839-1394
Department of Early Childhood through Secondary Education
Dr. Robert Griffin, Assistant Chair of Reading Programs
rgriffin@westga.edu
678-839-6152
Specific dates for Admissions (Undergraduate Only), Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
Specific Graduate Admissions Deadlines are available via the Graduate School
International Literacy Association (ILA) Standards for the Preparation of Literacy Professionals 2017:
- Foundational Knowledge: Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.
- Curriculum and Instruction: Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.
- Assessment and Evaluation: Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
- Diversity and Equity: Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
- Learners and the Literacy Environment: Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
- Professional Learning and Leadership: Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.
- Practicum/Clinical Experiences: Candidates apply theory and best practice in multiple supervised practicum/clinical experiences.