Master of Arts: Language and Literacy
Student Learning Outcomes
Students graduating from this program will:
- Candidates synthesize major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
- Use foundational knowledge to design literacy curricula to meet needs evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices. of learners, especially those who experience difficulty with literacy; design, implement, and
- Candidates evaluate, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
- Candidates synthesize research, relevant theories, pedagogies, and essential concepts of diversity and equity; the ways in which these interrelate with themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
- Candidates use a variety of print and digital materials to meet the developmental needs of all learners; engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; and collaborate with school personnel to foster a positive climate that supports a literacy-rich learning environment.
- Candidates collaborate with colleagues to use evidence to design and facilitate literacy interventions in school- or community-based settings; evaluate, revise, and improve their practice; develop their leadership and facilitation skills; and advocate on behalf of teachers, students, families, and communities.
Language and Literacy: MA Degree Program
MA Program Mission
The Language and Literacy MA Degree Program prepares exemplary literacy educators to meaningfully contribute to schools and communities as teachers, leaders, and advocates. Students in this program study literacy from critical sociopolitical, cultural, psychological, historical, linguistic, and literary perspectives, and apply their knowledge in culturally and linguistically diverse classrooms. Students develop and evaluate effective, evidence-based instructional strategies, practices, and programs that support literacy learning and achievement at PreK-12, college, or adult levels. The program curriculum emphasizes collaborative inquiry and innovation, equity, advocacy, and professional leadership and learning.
The Language and Literacy MA program is a fully online program. It is aligned with national standards for the preparation of specialized literacy professionals, as established by the International Literacy Association and CAEP. It also reflects principles and rigorous standards approved by Missouri’s State Board of Education.
MA Educational Goals
Goal 1: Candidates will synthesize foundational knowledge related to language and literacy development, including appropriate cognitive, linguistic, motivational, and critical sociocultural theories, relevant research, and essential concepts of diversity and equity.
Goal 2: Candidates will design, implement, and evaluate literacy curriculum and instruction that meets the needs of diverse learners through effective, evidence-based practices, assessments, and environments.
Goal 3: Candidates will collaborate with a variety of stakeholders, including professional colleagues and families, to positively impact literacy learning and achievement in PreK-12, college, or adult educational contexts.
Goal 4: Candidates will advocate for ethical, equitable, and inclusive literacy practices, assessments, and learning environments that recognize and value diversity in schools and society.
Goal 5: Candidates will engage in professional learning, leadership and systematic and ongoing reflection on their practice.
MA Student Learning Objectives
Adapted from Standards for the Preparation of Literacy Professionals 2017. Specialized Literacy Professionals Matrix by Roles © 2018 by the International Literacy Association.
SLO 1: FOUNDATIONAL KNOWLEDGE
Candidates synthesize major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
SLO 2: CURRICULUM AND INSTRUCTION
Candidates use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
SLO 3: ASSESSMENT AND EVALUATION
Candidates evaluate, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate
interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
SLO 4: DIVERSITY AND EQUITY
Candidates synthesize research, relevant theories, pedagogies, and essential concepts of diversity and equity; the ways in which these interrelate with themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
SLO 5: LEARNERS AND THE LITERACY ENVIRONMENT
Candidates use a variety of print and digital materials to meet the developmental needs of all learners; engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; and collaborate with school personnel to foster a positive climate that supports a literacy-rich learning environment.
SLO 6: PROFESSIONAL LEARNING AND LEADERSHIP
Candidates collaborate with colleagues to use evidence to design and facilitate literacy interventions in school- or community-based settings; evaluate, revise, and improve their practice; develop their leadership and facilitation skills; and advocate on behalf of teachers, students, families, and communities.
Program Requirements
This degree can usually be completed within five semesters. Coursework is available in online and hybrid formats.
| Code | Title | Credits |
|---|---|---|
| Specific Reading Teaching Knowledge Requirements (21-24 hours) | ||
| EDRD 5439 | Language and Literacy Across the Disciplines | 3 |
| EDRD 5501 | Teaching Of Reading | 3 |
| EDRD 5502 | Early Literacy and Language Development | 3 |
| EDRD 5510 | Adolescent Practicum in Literacy Assessment and Intervention | 3 |
| EDRD 5511 | Advanced Literacy Assessment and Evaluation | 3 |
| EDRD 5520 | Elementary Practicum in Literacy Assessment and Intervention (*Culminating Practicum) | 3 |
| EDRD 5601 | Organizing And Guiding The Reading Program | 3 |
| EDRD 5650 | Dyslexia and Related Learning Differences | 3 |
| EDRD 5530 | Reading Instruction for K-12 English Language Learners | 3 |
| EDUC-C&I 5523 | Advanced Literature For Children | 3 |
| EDRD 5541 | Teaching Reading Improvement: Secondary, College, and Adult Levels | 3 |
| Professional Requirements (9-15 credit hours) | ||
| EDUC-SP 5515 | Applied Behavior Analysis for Teachers: Understanding and Applying Theories of Behavior | 3 |
| EDUC-SP 5516 | Collaborating with Families and Other Professionals | 3 |
| TCH-ED 5404 | Education of the Exceptional Child and Youth | 3 |
| EDUC-R&P 5510 | Child Behavior And Development | 3 |
| EDUC-R&P 5512 | Adolescent Development and the School | 3 |
Total: Minimum 30 credit hours required