The Master of Education in Reading is a graduate degree program housed in the Department of Learning and Teaching in the College of Education at the University of West Georgia. This degree is offered to educators certified in teaching who desire graduate studies in literacy theories, research, and instructional practices. The Reading program is fully online and consists of 30 credit hours.
For more information, please see the Academic Catalog.
- Overview Jump to content
- Cost Jump to content
- Courses Jump to content
- Faculty Jump to content
- Admissions Jump to content
- Dates Jump to content
- Objectives Jump to content
The Master of Education in Reading is a graduate degree program housed in the Department of Learning and Teaching in the College of Education at the University of West Georgia. This degree is offered to educators certified in teaching who desire graduate studies in literacy theories, research, and instructional practices. The Reading program is fully online and consists of 30 credit hours. The program is designed for the needs of practicing professionals, and are based on the standards of the International Reading Association and National Council for Accreditation of Teacher Education. Students learn strategies for developing an awareness that speaking, listening, reading, and writing are interrelated and how these skills impact a child's literacy development.
Graduates in the program develop professional excellence by...
- Understanding literacy theory and research and how they impact assessment and instruction for effective reading and writing best practices across all content areas.
- Leading inquisitive learning through technology and culturally responsible thinking to motivate all students.
- Engaging students in developing critical stances through collaborative interactions during reading, writing, speaking, listening, and viewing for life-long learning.
- Improving literacy curriculum, student progress, and refining teaching for the betterment of society.
The program meets the Standards for Reading Professionals as developed by the International Reading Association. While not a requirement to graduate, passing the appropriate GACE exams qualifies on to have Reading Specialist added to the teaching certificate.
For more information:
Department of Literacy and Special Education
Ms. Tynita Brown, Departmental Assistant
678-839-6179Dr. Bethany L. Scullin, Program Coordinator
Method of Delivery
Online program available.
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
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.
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.
- 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 Bursar's Office 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.
READ-7201 - Teacher as Language and Literacy Leader
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.
READ-7239 - TESOL: Cultural and Linguistic Diversity in the Classroom
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.
READ-7240 - TESOL: Literacy, Linguistics, and Second Language Acquisition
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.
READ-7241 - TESOL: Methods, Materials, and Assessment through Clinical Experience
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.
READ-7261 - Language and Literacy Engagement through Writing
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.
READ-7262 - Trends and Issues in Language and Literacy Education
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.
READ-7263 - Comprehensive Language and Literacy Assessments and Interventions
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.
READ-7267 - Diversity and Equity in Children’s and Young Adult Literature
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.
READ-7271 - Theoretical and Pedagogical Approaches to Language and Literacy Instruction
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.
Guidelines 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
- 2.7 GPA
- T4 clear and renewable Teaching Certificate, or the equivalent in your state
- Resume or Vitae
- 3 years of teaching experience
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.
ContactDr. Bethany L. Scullin, Program Coordinator
ObjectivesInternational Literacy Association (ILA) Standards for the Preparation of Literacy Professionals 2017:1. 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.2. 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.3. 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.4. 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.5. 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.6. 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.7. Practicum/Clinical Experiences: Candidates apply theory and best practice in multiple supervised practicum/clinical experiences.