The K-12 reading specialist concentration in the Master of Education in Reading program is designed to provide experienced teachers who are prospective reading specialists with a program of sequential and integrated experiences in areas of the reading curriculum ranging from preschool to adult levels. Students will gain an understanding of the developmental and diagnostic processes involved in teaching reading and the language arts and will become familiar with the resource and supervisory functions that are part of the specialist role. Prior to graduation, students must complete a reading portfolio documenting their work in the program and related work experiences and pass the Reading for Virginia Educators Assessment. The M.Ed. in Reading is an approved program (K-12) for students who meet Virginia State Department of Education requirements. The reading specialist endorsement also requires completion of three years of teaching in a reading-related field.
A cooperative agreement has been established with Virginia State University to permit selected, qualified students to complete the M.Ed. in Reading program. Up to 12 credit hours from an approved list may be transferred from the cooperating institution. Interested students should contact the Department of Teaching and Learning.
Student learning outcomes
- Demonstrate content knowledge in reading education: Candidates demonstrate content knowledge in reading education as evidenced by the Reading for Virginia Educators Assessment scores and philosophy of reading paper.
- Effectively plan instruction: Candidates demonstrate that they can effectively plan reading and literacy instruction or fulfill other professional responsibilities in reading education as evidenced by the organizing and implementing reading programs assessment.
- Effectively apply knowledge, skills and dispositions: Candidates demonstrate knowledge, skills and dispositions are applied effectively in practice as evidenced by the internship evaluation.
- Demonstrate effect on student learning: Candidates demonstrate effects on student learning and provision of supportive learning environments for student learning as evidenced by the internship progress report.
- Demonstrate IRA standards proficiency: Candidates further demonstrate proficiency on IRA competencies as evidenced by the portfolio assessment and the externship action research report and presentation assessment.
VCU Graduate Bulletin, VCU Graduate School and general academic policies and regulations for all graduate students in all graduate programs
The VCU Graduate Bulletin website documents the official admission and academic rules and regulations that govern graduate education for all graduate programs at the university. These policies are established by the graduate faculty of the university through their elected representatives to the University Graduate Council.
It is the responsibility of all graduate students, both on- and off-campus, to be familiar with the VCU Graduate Bulletin as well as the Graduate School website and academic regulations in individual school and department publications and on program websites. However, in all cases, the official policies and procedures of the University Graduate Council, as published on the VCU Graduate Bulletin and Graduate School websites, take precedence over individual program policies and guidelines.
Visit the Graduate study section for additional information on academic regulations for graduate students.
Degree candidacy requirements
A graduate student admitted to a program or concentration requiring a final research project, work of art, thesis or dissertation, must qualify for continuing master’s or doctoral status according to the degree candidacy requirements of the student’s graduate program. Admission to degree candidacy, if applicable, is a formal statement by the graduate student’s faculty regarding the student’s academic achievements and the student’s readiness to proceed to the final research phase of the degree program.
Graduate students and program directors should refer to the following degree candidacy policy as published in the VCU Graduate Bulletin for complete information and instructions.
Visit the Graduate study section for additional information on degree candidacy requirements.
As graduate students approach the end of their academic programs and the final semester of matriculation, they must make formal application to graduate. No degrees will be conferred until the application to graduate has been finalized.
Graduate students and program directors should refer to the following graduation requirements as published in the Graduate Bulletin for a complete list of instructions and a graduation checklist.
Visit the Graduate study section for additional information on graduation requirements.
Apply online at graduate.admissions.vcu.edu.
|Degree:||Semester(s) of entry:||Deadline dates:||Test requirements:|
|M.Ed.||Fall||Feb 1||GRE or MAT|
In addition to the general admission requirements of the VCU Graduate School, the following requirements represent the minimum acceptable standards for admission:
- Bachelor’s degree in an appropriate discipline
- Three letters of recommendation addressing the student’s potential for graduate study in education
- Student’s written statement concerning career interests
- Transcripts of all previous college work
- Satisfactory scores on the GRE or MAT
In addition to general VCU Graduate School graduation requirements, students are required to complete course work in core and elective courses.
- Credit hour requirements: Students are required to complete a minimum of 33 credit hours.
- Grade requirements: Receipt of a grade of C or below in two courses constitutes automatic dismissal from the program. Courses with a grade below C cannot be used to satisfy degree requirements.
- Testing requirements: Students in the K-12 reading specialist concentration must present passing scores on state mandated licensure/endorsement assessments.
|EDUS 660||Research Methods in Education||3|
|Human development and learning|
|Select one of the following:||3|
|Adolescent Growth and Development|
|Seminar in Child Growth and Development|
|Advanced Educational Psychology for Elementary Teachers|
|Learning and Motivation in Education|
|Cultural, historical and philosophical|
|Select one of the following:||3|
|Philosophy of Education|
|Social Foundations of Education|
|Education and the World's Future|
|Contemporary Educational Thought|
|Seminar on Educational Issues, Ethics and Policy|
|READ 600||Analysis and Correction of Reading Problems||3|
|READ 605||Organizing and Implementing Reading Programs||3|
|TEDU 561||Reading Foundations: Sociological/Psychological Perspectives||3|
|TEDU 562||Reading Instruction in the Content Areas||3|
|Select two of the following:||6|
|Psycholinguistics and Language Arts Curriculum|
|Literacy for Adults|
|Teaching Language Arts|
|Children's Literature II|
|Diagnostic Reading in the Secondary School|
|Teaching English as a Second Language|
Total graduate credit hours required (minimum) 33
Graduate program coordinator
Julie Gorlewski, Ph.D.
Associate professor and chair, Department of Teaching and Learning
Phone: (804) 828-1305
Valerie Robnolt, Ph.D.
Associate professor, Department of Teaching and Learning
Phone: (804) 827-2649
Program website: soe.vcu.edu