The master’s degree in Literacy Education provides an in-depth understanding of literacy development, scientifically-based literacy research, and evidence-based instructional, assessment, and intervention practices in literacy. Courses combine current research and theory with practical, hands-on experience. The degree is designed for educators with at least one year of teaching experience in PreK-12 classrooms or more informal settings. Completion of the Reading Specialist (Licensure) concentration may lead to eligibility for the Reading Specialist endorsement in Virginia.
The Literacy/Reading Instruction Graduate Certificate is also available to educators who already hold a master’s degree but are interested in gaining additional expertise in literacy/reading instruction and leadership or in preparing to work as a Reading Specialist or literacy coach. Literacy(ies), Culture, and Reading is available as a primary or secondary specialization in the PhD in Education degree program.
Available Concentrations
Concentration in Reading Specialist (licensure)
The Reading Specialist (licensure) concentration is designed for educators interested in assuming leadership roles in literacy, including serving as a Reading Specialist. In addition to developing an in-depth understanding of literacy development, scientifically-based literacy research, and evidence-based instruction, assessment, and intervention in literacy, students will develop the knowledge and leadership skills needed to serve as a Reading Specialist.
Completion of all requirements earns students a master's degree in Literacy Education and may lead to eligibility for the K-12 Reading Specialist endorsement in Virginia. (Additional state licensure requirements include an initial teaching license, a satisfactory score on the state-mandated licensure exam, and at least 3 years of teaching experience under contract in which the teaching of reading was an important responsibility). Some elective coursework may be applied toward a secondary graduate certificate within the College of Education and Human Development.
Concentration in K-12 Literacy Instruction (non-licensure)
The K-12 Literacy Instruction concentration is designed for educators interested in developing additional expertise in K-12 classroom literacy instruction along with an understanding of the unique learning needs of K-12 students.
Some elective coursework may be applied toward a secondary graduate certificate within the College of Education and Human Development.
Admissions
Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions.
In addition, applicants for the Literacy Education, MEd should have at least one year of teaching experience.
Policies
For policies governing all graduate degrees, see AP.6 Graduate Policies.
Degree Requirements
Total credits: 30
Core Coursework
| Code | Title | Credits |
|---|---|---|
| EDRD 640 | Trajectory of Literacy Research | 2 |
| EDRD 641 | Trends and Issues in Literacy | 2 |
| EDRD 642 | Foundations of Literacy Instruction: Code-Based Skills | 3 |
| EDRD 643 | Foundations of Literacy Instruction: Meaning-Based Skills | 3 |
| EDRD 644 | Literacy Assessment and Intervention 1 | 3 |
| EDRD 645 | Supervised Literacy Practicum 1 | 3 |
| Total Credits | 16 | |
Concentration in Reading Specialist (licensure)
This concentration strengthens teachers’ understanding of literacy development, scientifically-based literacy research, and evidence-based instruction, assessment, and intervention in literacy. It also provides opportunities to develop the leadership skills needed to serve as a Reading Specialist.
Completion of all degree requirements enables eligibility for the Reading Specialist endorsement in Virginia. (Additional state licensure requirements include an initial teaching license, a satisfactory score on the state-mandated licensure exam, and at least 3 years of successful classroom teaching experience in which the teaching of reading was an important responsibility.) Students must earn a B or higher in all core courses for the degree and all required concentration courses.
Coursework
| Code | Title | Credits |
|---|---|---|
| EDRD 646 | School-Based Leadership in Literacy | 3 |
| EDRD 647 | Introduction to Literacy Coaching | 2 |
| Electives | ||
| Select 9 credits from the following: 1 | 9 | |
| Policy Perspectives in Early Childhood Education | ||
| Introduction to Assistive Technology | ||
| Universal Design for Learning | ||
| Introduction to Gifted and Talented Learners | ||
| Curriculum and Instructional Strategies for Gifted Learners | ||
| Supporting the Social Emotional Needs of Gifted Learners | ||
| Supporting English Learners in PK-12 Schools | ||
| Principles of Learner Motivation | ||
| Introduction to Data Literacy in Education | ||
| Understanding Data in Data-Driven Decision Making | ||
| Fundamentals of Educational Psychology | ||
| Culture and Intelligence | ||
| Learning, Motivation, and Self-Regulation | ||
| History of Education Reform | ||
| P-12 Policy Challenges | ||
| Conflict and Consensus: Education, Interest Groups and Advocacy | ||
| Teaching with Texts in K-8 Classrooms | ||
| Integrating Literacy and Technology for K-12 Learners | ||
| Writing Development and Instruction for K-12 Learners | ||
| Comprehension and Vocabulary Development for K-12 Learners | ||
| Word Analysis: Phonics, Vocabulary, and Spelling for K-12 Learners | ||
| Foundations of Coaching and Fostering Professional Learning 2 | ||
| Collaboration and Communication in Literacy Coaching 2 | ||
| Creating Change through Data-Oriented Coaching 2 | ||
| Supporting Communication and Literacy for Individuals with Autism | ||
| Teaching with Generative AI | ||
| Total Credits | 14 | |
- 1
Students may choose an alternate elective with advisor approval.
- 2
Students must complete all required courses for the degree and concentration before registering for this course.
Concentration in K-12 Literacy Instruction (non-licensure) (KLIN)
This concentration strengthens teachers’ understanding of literacy development and evidence-based classroom instruction and assessment in literacy. This concentration does not provide eligibility for the Reading Specialist endorsement in Virginia.
Coursework
| Code | Title | Credits |
|---|---|---|
| Select 14 credits from the following (including at least 9 credits of EDRD courses): 1 | 14 | |
| Policy Perspectives in Early Childhood Education | ||
| Introduction to Assistive Technology | ||
| Universal Design for Learning | ||
| Introduction to Gifted and Talented Learners | ||
| Curriculum and Instructional Strategies for Gifted Learners | ||
| Supporting the Social Emotional Needs of Gifted Learners | ||
| Supporting English Learners in PK-12 Schools | ||
| Principles of Learner Motivation | ||
| Introduction to Data Literacy in Education | ||
| Understanding Data in Data-Driven Decision Making | ||
| Fundamentals of Educational Psychology | ||
| Culture and Intelligence | ||
| Learning, Motivation, and Self-Regulation | ||
| History of Education Reform | ||
| P-12 Policy Challenges | ||
| Conflict and Consensus: Education, Interest Groups and Advocacy | ||
| Teaching with Texts in K-8 Classrooms | ||
| Integrating Literacy and Technology for K-12 Learners | ||
| Writing Development and Instruction for K-12 Learners | ||
| Comprehension and Vocabulary Development for K-12 Learners | ||
| Word Analysis: Phonics, Vocabulary, and Spelling for K-12 Learners | ||
| Introduction to Literacy Coaching | ||
| Supporting Communication and Literacy for Individuals with Autism | ||
| Teacher Leadership for Professional Learning | ||
| Teaching with Generative AI | ||
| Total Credits | 14 | |
- 1
Students may choose an alternate elective with advisor approval.