M.ED. IN READING

A young African American boy smiles while reading a book as he leans against a short bookcase.

The Master of Education degree in reading offers novice and veteran teachers three unique degree routes to broaden their knowledge about the field of literacy with opportunities to seek Arkansas licensure as a reading specialist or dyslexia therapist. In today’s climate, all teachers need a strong understanding about how children learn to read, how to support children who find learning to read difficult, and a solid background on evidence-based strategies to support all readers. Accredited and nationally recognized by the International Literacy Association, an M.Ed. in reading from UA Little Rock will provide you with the knowledge, skills, and dispositions to meet the literacy needs of all students.


WHAT YOU’LL STUDY

A young woman leans against a stack of books in a library.

The Master of Education in Reading coursework focuses on preparing candidates as reading specialists, effective literacy educators, intervention specialists, and/or dyslexia therapists. The M.Ed. program of study emphasizes the relationship between theory, research, and practices in literacy education. The M.Ed. program meets CAEP, NCATE, and Arkansas Department of Education standards and is nationally recognized and accredited by the International Literacy Association (ILA).


Admission Requirements

Graduate School Admission

  • Apply for admission to the UA Little Rock Graduate School.
  • $40 non-refundable application fee paid via the link in the initial application email or by contacting the Cashier’s Office.
  • Official transcripts from ALL previously attended colleges and universities (undergraduate and graduate).
    • International students must have their transcripts articulated. Transcripts that have not been articulated can be submitted for the application process; however, if a student is granted admission, WES-articulated transcripts must be submitted to the Graduate School before he or she can register for classes.
  • Proof of 2 MMR vaccines. Contact your program coordinator if you think you are eligible for a waiver. Students only in the UA Little Rock Online programs are exempt.
  • Proof of a grade point average of at least 2.7 on a 4.00 scale, including post-baccalaureate hours.
  • A copy of your government-issued photo ID.

International Student Admission

Required documents for international admission:

  • Tuberculosis screening
    • All applicants must provide proof of a Tuberculosis screening, which must be performed in the United States of America and can be done at the Health Services Center at UA Little Rock.
  • Health and accident insurance
    • All international students must purchase the health and accident insurance provided by UA Little Rock and maintain coverage year-round. Students will be billed at the beginning of each fall and spring semester. A student who enters in a summer semester will be billed for that semester as well, making the total number of times billed three instead of two. If you have any questions, please contact Health Services at 501-569-3188.
  • Transfer forms
    • Applicants transferring from another institution within the United States of America must also provide a Transfer and Visa form completed by the applicant’s International Student Services advisor from his or her current institution.
  • Financial statement (students with F and J visas only)
    • Before they can be accepted into the Graduate School, students must provide a financial statement showing that they are financially capable of pursuing a graduate education in the United States of America. For more information on this form, please contact the office of International Student Services at 501-683-7566.
  • All applicants must submit a copy of their visa.
International Program Requirements

International applicants must meet the following requirements in addition to the regular admission standards listed above.

  • Although the board policy (502.6) requires a score of 71 on the Internet-Based TOEFL (IBT), International Student Services suggests requiring a score greater than 79 on the IBT or 6.5 on the IELTS, which is a common practice at the graduate level at UA Little Rock.
  • This program will require that candidates must have a bachelor’s degree in education or education-related services verified by their home ministries in Education or closely related discipline.
Students with US based undergraduate degrees and native English speakers (e.g., UK, Canada besides Quebec, New Zealand, Ireland, and Australia) will not be asked to submit a TOEFL or IELTS score. They must not have just completed IELP, as mastery of English is critical to success in the program.

Transfer Students and Credits from Other Institutions

Graduate students are permitted to transfer up to 12 hours of approved graduate credit into the Master of Education in Reading. Students must consult with a program advisor to identify course work that might transfer during their initial advising session.

Out-of-state Candidates

Out-of-state candidates seeking certification from other states should consult with their respective State Education agencies about specific licensure standards and exam requirements. All candidates are strongly advised to consult closely with a graduate advisor for details regarding their opportunities for licensure.


Program Admission

  • A baccalaureate degree from a regionally accredited institution with a cumulative grade point average of at least 2.7 on a 4.0 scale, OR
    • Grade point average of at least 3.0 for the last 60 hours of undergraduate courses, OR
    • A 3.0 GPA in 12 or more hours of graduate coursework from a regionally accredited institution, OR
    • A master’s degree from a regionally accredited institution with a cumulative grade point average of at least 3.0.
All applicants are responsible for securing information related to state licensure as a reading specialist or as a dyslexia therapist (Arkansas or other state) to ensure that they meet state licensure requirements during or after the completion of coursework toward the degree.

Retention Requirements

Once admitted, candidates are required to maintain an overall grade point average of 3.0 with at least a grade of C in all Reading Education (READ) courses in order to continue in the M.Ed. program. Program faculty will monitor candidates’ performance, professional behaviors, and dispositions throughout completion of program coursework. Candidates may be required to participate in professional development conferences.

Successful advancement in the program is not based solely on the number of credits earned; it also requires demonstration of professional knowledge, skills, and dispositions.


Graduation Requirements

  • Complete one of the two Cores below plus the required electives for a total of 30 hours.
  • 3.0 or higher cumulative grade point average on program course work
Licensure Requirements

Reading Specialist
To meet the requirements for licensure as a reading specialist in the state of Arkansas, the following courses must be completed:

  • READ 7327 Contemporary Curriculum Design
  • READ 7351 Foundations of Teaching Reading
  • READ 7352 Diagnosis of Reading Difficulties I
  • READ 7354 Literacy in the Content Areas
  • READ 7357 Seminar in Reading
  • READ 7370 Advanced Practicum in Reading
    • READ 7345 Advanced Intervention Design for Struggling Readers
  • READ 7385 Formative Assessment and Interventions for Children with Dyslexia

In addition, students must also:

  • Pass the Reading Specialist – Praxis II
  • Maintain and upload key assessments in Chalk & Wire from each course
  • Be certified to teach in Arkansas

Dyslexia Therapist
To meet the requirements for licensure as a dyslexia therapist in the state of Arkansas, the following courses must be completed:

  • READ 7353 Diagnosis of Reading Difficulties II
  • READ 7367 Teaching Children with Dyslexia
  • READ 7385 Formative Assessment and Interventions for Children with Dyslexia
  • READ 7387 Advanced Practicum for Dyslexia Therapists

In addition, students must also:

  • Pass the Praxis PLT
  • Maintain and upload key assessments in Chalk & Wire from each course

Curriculum

Reading Specialist Licensure Track (30 Hours)

Core Courses (24 hours)
  • READ 7327 Contemporary Curriculum Design
    • TCED 7301 Curriculum, Pedagogy, and Practice
  • READ 7351 Foundations of Teaching Reading
  • READ 7352 Diagnosis of Reading Difficulties I
  • READ 7354 Literacy in the Content Areas
  • READ 7357 Seminar in Reading
  • READ 7367 Teaching Children with Dyslexia
  • READ 7370 Advanced Practicum in Reading
    • READ 7345 Advanced Intervention Design for Struggling Readers
  • READ 7385 Formative Assessment and Interventions for Children with Dyslexia
Electives* (6 hours)
  • READ 7306 Literacy and Technology
    • TCED 7350 Integrating Technology in PK-12 Education
  • READ 7307 Special Topics in Literacy
  • READ 7310 Literacy, Language, and Culture
  • READ 7330 Children’s Literature Across the Curriculum
  • READ 7340 Best Practices in Literacy Instruction
  • READ 7342 Principles of Literacy and Cognition I
  • READ 7343 Principles of Literacy and Cognition II
  • READ 7344 Intervention Designs for Struggling Learners
  • READ 7348 Teaching the Writing Process in Schools
  • READ 7353 Diagnosis of Reading Difficulties II
  • READ 7387 Advanced Practicum for Dyslexia Therapists
  • READ 7395 Comprehensive Literacy Model for School Improvement
  • READ 7398 Theory and Practice in Literacy
  • EDFN 7303 Introduction to Educational Research
  • GATE 7350 Teaching the Gifted and Talented
  • MCED 7316 Literature for Young Adolescents
* In addition to these electives, electives may include courses from any concentration or graduate certificate in reading. Consult closely with an advisor about elective courses.

For those individuals seeking Arkansas certification as a Reading Specialist, Grades K-12, the following additional criteria must be met:

  • Pass the Reading Specialist – Praxis II
  • Maintain and upload key assessments in Chalk & Wire from each course
  • Be certified to teach in Arkansas

Reading Generalist (30 Hours)

Core Courses (12 hours)
  • READ 7351 Foundations of Teaching Reading
  • READ 7352 Diagnosis of Reading Difficulties I
  • READ 7354 Literacy in the Content Areas
  • READ 7367 Teaching Children with Dyslexia
Electives* (18 hours)
  • READ 7306 Literacy and Technology
    • TCED 7350 Integrating Technology in PK-12 Education
  • READ 7307 Special Topics in Literacy
  • READ 7310 Literacy, Language, and Culture
  • READ 7330 Children’s Literature Across the Curriculum
  • READ 7340 Best Practices in Literacy Instruction
  • READ 7342 Principles of Literacy and Cognition I
  • READ 7343 Principles of Literacy and Cognition II
  • READ 7344 Intervention Designs for Struggling Learners
  • READ 7348 Teaching the Writing Process in Schools
  • READ 7353 Diagnosis of Reading Difficulties II
  • READ 7387 Advanced Practicum for Dyslexia Therapists
  • READ 7395 Comprehensive Literacy Model for School Improvement
  • READ 7398 Theory and Practice in Literacy
  • EDFN 7303 Introduction to Educational Research
  • GATE 7350 Teaching the Gifted and Talented
  • MCED 7316 Literature for Young Adolescents
** In addition to these electives, electives may include courses from any concentration or graduate certificate in reading. Consult closely with an advisor about elective courses.

Course Descriptions


For a full list of courses and descriptions, please visit the UA Little Rock graduate catalog.

Reading Courses

READ 7306 Literacy and Technology
Candidates will examine how to integrate new literacies, software, and technology across the curriculum. Candidates will study the strengths and limitations of technology and computer applications for the development and integration of effective technology lessons in a literacy curriculum across content areas. Three credit hours.

READ 7307 Special Topics in Literacy
Reading workshop on specific topics,including group discussions and preparation of reading materials for use with children. Offered on demand. Three credit hours.

READ 7310 Literacy, Language, and Culture
Candidates will explore how literacy learning takes place among diverse populations, including second language learners. Candidates explore the role of literature in promoting cross cultural understandings in a student-centered literacy curriculum. Specific topics include selecting literature and learning best practices to create a classroom that promotes social justice and critical literacy. Three credit hours.

READ 7327 Contemporary Curriculum Design
Philosophy, administration, and techniques of curriculum design, including participation in development of a culturally pluralistic curriculum. Three credit hours.

READ 7330 Children’s Literature Across the Curriculum
This course is based upon current issues, research, and effective practices regarding the use of children’s literature across the curriculum. Students will learn how to select quality children’s books for use in a variety of content areas; develop respect and appreciation for numerous genres, multicultural literature, authors, illustrators, and poets; and plan lessons that use children’s literature to effectively support and enrich instruction in a variety of classroom settings. Three credit hours.

READ 7340 Best Practices in Literacy Instruction
The course examines research-based practices in K-12 literacy instruction, including theories of differentiated instruction, reciprocal processing, integrated curriculum, and linguistic diversity. Three credit hours.

READ 7342 Principles of Literacy and Cognition I
Course restricted to Reading Recovery teachers-in-training. This course is the first of two courses of teacher training for the Reading Recovery program. It covers the theoretical foundations of a socio-psycholinguistic early intervention model appropriate to meet the needs of students having confusions with reading and writing conventions and includes on-going practical experiences in a school setting. Observation and specialized procedures are emphasized. The rationales and procedures of a short-term intervention program are discussed and practiced. Three credit hours.

READ 7343 Principles of Literacy and Cognition II
Course restricted to Reading Recovery teachers-in-training. This course is the second of two courses of teacher training for the Reading Recovery Program. It covers the theoretical foundations of a socio-psycholinguistic early intervention model appropriate to meet the needs of students having confusions with reading and writing conventions and includes on- going practical experiences in a school setting. Observation and specialization procedures are emphasized. The rationales and procedures of a short-term intervention program are discussed and practiced. Three credit hours.

READ 7344 Intervention Designs for Struggling Learners
A course involving supervised practice in intervention instruction for children experiencing difficulty in literacy. The class will focus on differentiating reading and writing instruction within various settings, including supplemental and classroom, for meeting the needs of struggling learners. The course will include techniques for using intervention team meetings to select appropriate services, collaborating with teachers across intervention programs, and using assessment to monitor children’s progress. Three credit hours.

READ 7345 Advanced Intervention Design for Struggling Readers
This course is an advanced study of intervention models for children experiencing difficulty in literacy. Candidates will implement a research-based intervention model in a school setting, collect data on the effectiveness of the model, and write a research paper. Three credit hours.

READ 7348 Teaching the Writing Process in Schools
The course emphasizes the teaching of the writing process within a writing workshop format, including pre-writing, drafting, revising, editing, and publishing. Additional areas of study will include writing conferences, keeping a writer’s notebook, genre writing, evaluating writing, and other issues related to learning to write. Three credit hours.

READ 7351 Foundations of Teaching Reading
Psychological dimensions of reading; principles of learning; organizational pattern affecting reading instruction; scope of the reading process; correlates of reading instruction; emphasis on appropriate use of various learning, psycho-linguistic theories in planning reading programs to meet children’s needs. Three credit hours.

READ 7352 Diagnosis of Reading Difficulties I
This course explores the causes of reading difficulties/disabilities, approaches to diagnosis, and appropriate remedial measures. Candidates analyze a variety of assessments, including formal and informal assessment instruments, administer and interpret assessments and make recommendations for appropriate instructional methodologies for specific students. Three credit hours.

READ 7353 Diagnosis of Reading Difficulties II
This course builds on the knowledge and skills acquired in READ 7352. Students plan remediation strategies and programs based on diagnostic information gained from appropriately selected and administered assessments. Offered on demand. Three credit hours.

READ 7354 Literacy in the Content Areas
This course focuses on exploring and using reading strategies to support the learning of content material. Three credit hours.

READ 7357 Seminar in Reading
Current issues, influential researchers and theorists in literacy education, and effective practices. Course requires Internet and library searches and a research project. Three credit hours.

READ 7367 Teaching Children with Dyslexia
This course is designed to provide practicing teachers and other educational professionals with an introduction to dyslexia, the myths and politics associated with the history of dyslexia, an overview of Arkansas law and special education law relating to assessment and intervention of children with dyslexia, dyslexia characteristics associated with development of the structure of language, and a review of literacy development as it relates to children with moderate or severe difficulties with learning to read from emergent to advanced stages of development. Three credit hours.

READ 7370 Advanced Practicum in Reading
Prerequisites: READ 7356 or READ 7385. This is a clinical course that requires a supervised experience in working with struggling literacy learners. Candidates in this course will work with individual students as well as small groups of students. Three credit hours.

READ 7385 Formative Assessment and Interventions for Children with Dyslexia
Prerequisite: READ 7353. The course focuses on the principles of intervention for diagnosing literacy problems for students from the emergent stages of reading through the advanced stages of reading to learn. Special attention is given to the use of formative assessments and delivering small group interventions targeted toward students experiencing moderate to severe difficulties with literacy development, including dyslexia. Three credit hours.

READ 7387 Advanced Practicum for Dyslexia Therapists
This course is the capstone experience for candidates working toward certification as a dyslexia therapist in Arkansas. Candidates will implement a research-based intervention model in a school setting, collect data on the effectiveness of the intervention model and strategies employed, and write an intervention report. Three credit hours.

READ 7395 Comprehensive Literacy Model for School Improvement
The course is designed as a summer literacy institute for teachers and school teams interested in implementing a comprehensive literacy model, including a framework for literacy, individual and small group interventions, literacy team meetings, assessment walls and progress, school plans, and literacy coaching. The course is a requirement for the Literacy Coach certificate program. Three credit hours.

READ 7398 Theory and Practice in Literacy
This course examines literacy theories and their practical implications for instruction. Theories of knowledge acquisition, literacy processing, assisted performance, and transfer are examined and applied to reading and writing. Students conduct an action research project in a literacy-related area. Three credit hours.

School of Education Courses

EDFN 7303 Introduction to Educational Research
Prerequisite: graduate standing. Introduction to applied research in education across the major quantitative, qualitative, and action research traditions. Focus is on understanding the research process and its integrated components and evaluating published research reports from the perspective of a critical consumer. Topics include scientific reasoning, types of variables and hypotheses; sampling; data collection and instrumentation; control procedures; common experimental, non-experimental, qualitative, and mixed methods research designs; data analysis; and research critiques and proposals. Three credit hours.

GATE 7350 Teaching the Gifted and Talented
Characteristics, needs of gifted and talented children, youths; identification procedures; types of educational programs available; historical and philosophical foundations required of professionals in the field; history of the gifted child movement. Three credit hours.

MCED 7316 Literature for Young Adolescents
Best possible options for associations between middle level students and literature. Literature-based learning and learning how to select a wide variety of books from the best examples of all genres is stressed. Early adolescent literature is read. Developmentally appropriate instructional procedures in reading and writing to aid in comprehension is stressed. Other topics include integrating literature in the content areas, literature study circles, flexible grouping, how to use literature to assist multicultural understanding, the benefits of using school book clubs, and assessment. Three credit hours.

TCED 7301 Curriculum, Pedagogy, and Practice
The course focuses on understanding curriculum concepts. It examines the philosophical basis, pedagogical practices, and theories of curriculum. It explores the relationships between curriculum, teachers, learners, instruction, and policy. Candidates analyze their own positions and practices and consider reasons for modifying them based on the learned knowledge and understanding of curriculum. Three credit hours

TCED 7350 Integrating Technology in PK-12 Education
Students use the basic concepts of curriculum development and cultural diversity to design lessons, select techniques and utilize teaching materials to integrate technology into their curriculum to meet the needs of students at different developmental stages as well as content areas. Three credit hours.


MEET OUR FACULTY

Portrait of Dr. Linda Dorn

Linda Dorn, Ph.D.

Reading Program Coordinator; Director, UA Little Rock Center for Literacy; Professor

Portrait of Dr. Kent Layton

Kent Layton, Ph.D.

Interim Associate Dean, College of Education and Health Professions; Interim Director, STEM Education Center; Associate Professor

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Susan Perry, Ed.D.

Visiting Professor


HAVE QUESTIONS? ASK AN ADVISOR.

We’re always happy to answer any questions you might have about our available programs. Use the form below to submit your inquiries to the College of Education and Health Professions Advising & Support Center advisors.

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