Reading and Language Arts, MS

Admissions Contact

Graduate Recruitment & Admissions
graduateadmissions@ccsu.edu
860.832.2350

Academic Contact

Dr. Julia Kara-Soteriou
Program Coordinator
Henry Barnard Hall, Room 310-01
karaiou@ccsu.edu
860.832.2181

Academic Department

Literacy, Elementary, & Early Childhood Education

Reading and Language Arts, MS

Central to Addressing Literacy Challenges.

Use your Central MS in Reading & Language Arts to make a difference in the lives of all students as they develop the literacy skills necessary for success inside and outside the classroom. Find inspiration to address today’s literacy challenges in one of four specializations.

Program Features

  • Starts every January and August
  • Attend full- or part-time
  • Courses offered on-campus and online
  • National recognition by International Literacy Association
  • Alignment with International Dyslexia Association’s standards
  • Financial aid is available
  • No essay/interview required for admission

Program Options

 

Become a reading specialist or language arts consultant/literacy coach. Receive advanced certification in Remedial Reading & Remedial Language Arts (102 certification), as well as in Reading & Language Arts Consultant (097certification).

Become a reading specialist with the advanced certification in Remedial Reading & Remedial Language Arts (102 certification).

Enhance your reading and language arts pedagogical skills that will help you address the needs of diverse students in a classroom setting, without having to pursue advanced certifications in reading/language arts.

Enhance your pedagogy in literacy and numeracy and address the learning needs of diverse students in a classroom setting.

Learning Outcomes

  1. Foundational Knowledge: Candidates interpret and synthesize theoretical and evidence-based foundational and historically shared knowledge of literacy and language and the ways in which they interrelate.
  2. Curriculum and Instruction: Candidates design, select, adapt, teach, and evaluate evidence-based literacy curricula, supplemental, and intervention approaches, programs and materials that meet the needs of all learners; candidates collaborate with school and district personnel, coach, and/or facilitate efforts in selecting, designing, analyzing, implementing, and/or evaluating the school’s literacy curriculum, evidence-based instructional approaches, interventions, and supplemental programs to improve student learning.
  3. Assessment: Candidates design, adapt, evaluate, and implement evidenced-based assessment tools; administer and interpret assessment data and collaborate with school and district personnel, assist, coach, and/or facilitate professional learning activities to foster the use of reliable and valid assessment and evaluation, to inform classroom and schoolwide decisions, instruction, and interventions.
  4. Diversity and Equity: Candidates advocate for culturally responsive curriculum and instruction, and collaborate with school and district personnel, assist, coach, and/or facilitate professional learning activities in creating, analyzing, transforming, and implementing diverse culturally responsive learning experiences that link school, home, and community literacy knowledge.
  5. Literacy Environment: Candidates create a positive literacy-rich environment and provide support to and coach teachers in developing a physical and social learning environment that integrates a variety of print and digital materials and digital technologies in appropriate, safe, and effective ways.
  6. Leadership: Candidates use their knowledge of adult learning and leadership to facilitate various literacy initiatives, collaborate, coach, support teacher inquiry and reflectivity, and work with teachers and other school leaders to advocate on behalf of students, families, and communities for effective literacy programs, practices, and policies.
  7. Practicum/Clinical Experiences: Candidates complete supervised, integrated, extended practica/clinical experiences that include intervention, collaboration, and coaching for instructional practices, curriculum design, professional development, or family/community–school partnerships.

Did You Know?

According to the National Assessment of Educational Progress only 35% of 4th-graders and 34% of 8th-graders were reading at or above proficiency in 2019.