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Master of Arts in Literacy Education

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Master of Arts in Literacy Education: 33 Credit Hours

Ten required courses and one elective course. Scroll down for program benchmarks.

Please note: Teachers who wish to be entitled in Illinois as K-12 Reading Specialists are required to complete the Master of Arts Degree in Literacy Education. This program is designed to provide specialized training in assessment and intervention for students with reading and writing difficulties and to foster informed leadership in literacy instructional planning, curriculum development, and professional support. 

Benchmark One Courses

LTCY 501 Literacy Instruction in Primary & Elementary Grades: This course addresses emergent and early literacy development, teaching, and learning. Candidates will explore relevant theory, core components of the literacy curriculum, instructional methods, assessments, and materials to meet the needs of young learners through the elementary years. Additional topics include using a variety of print and digital texts to motivate and engage learners and building a literacy-rich learning environment for all students.

LTCY 502 Disciplinary Literacy Instruction in Secondary Grades: This course addresses the components of academic literacy development with an emphasis on instructional approaches to support and motivate adolescent learners. Candidates will explore literacy instructional practices to support student learning in various subject areas. Topics include comprehension of complex disciplinary text, academic vocabulary, and multimodal text types. Meeting the needs of all adolescent learners, including culturally and linguistically diverse students, is emphasized.

LTCY 504 Children's and Young Adult Literature for Literacy Instruction: This course focuses on the integration of children’s and young adult literature to support teaching and learning in all grades and across disciplines. Candidates will develop foundational knowledge about children’s and young adult literature, explore instructional approaches, and address relevant topics, including cultural authenticity, multicultural literature, and issues of diversity, equity, and inclusion.

LTCY 505 Writing Instruction in Elementary Schools: Candidates explore instructional practices for supporting students’ writing development from K through fifth grade. Topics include motivation, assessment, and writing to support reading development. 

OR

LTCY 506 Writing Instruction in Middle and High School: Candidates explore instructional practices for supporting students’ writing development from sixth through twelfth grade. Topics include motivation, assessment, and writing to support reading development. 

Benchmark Two Courses

LTCY 503 Theory and Research in Literacy Education: Candidates develop a knowledge of major theoretical, conceptual, historical, and evidence-based understandings of literacy processes and development. Candidates are introduced to basic research design and methodologies, and will engage in the critical reading of scholarship in the field.

LTCY 507 Literacy Assessment and Instructional Planning: In this course, candidates will learn about various types of literacy assessments, their purposes, strengths, and limitations. Candidates will select and administer multiple assessments to gather information about students’ developing literacy skills, progress, and performance. Candidates will learn to analyze and interpret assessment results in order to plan instruction that meets the needs of a range of learners.

Capstone Courses

LTCY 508 Practicum in Literacy Assessment and Intervention-Elementary Level: In this supervised clinical practicum experience, candidates demonstrate their literacy knowledge and skills as they conduct assessments, analyze and communicate assessment results, and plan appropriate instruction for a K-5 student reading below grade level. Candidates apply theory and evidence-based practices as they design and teach a series of lessons that address the specific word recognition, comprehension, vocabulary, fluency, motivation, and self-efficacy needs of their assigned K-5 student. Candidates also engage in professional learning such as collegial coaching and reflection.

LTCY 510 Practicum in Literacy Assessment and Intervention-Secondary Level: In this supervised clinical practicum experience, candidates demonstrate their literacy knowledge and skills as they conduct assessments, analyze and communicate assessment results, and plan appropriate instruction for a grade 6-12 student reading below grade level. Candidates apply theory and evidence-based practices as they design and teach a series of lessons that address the specific word recognition, comprehension, vocabulary, fluency, motivation, and self-efficacy needs of their assigned K-5 student. Candidates also engage in professional learning such as collegial coaching and reflection.

LTCY 511 Research Seminar in Literacy Education: Candidates design and conduct an original action/teacher research study based on a research question of their choosing. After collecting and analyzing data, candidates report their findings following the conventions of scholarly writing and present their study to peers. Advanced study of research methodologies and paradigms is included.

LTCY 512 Leadership in Literacy Instruction: This course addresses the multifaceted leadership roles of specialized literacy professionals. Topics include the concept of leadership, formation of literacy teams, professional learning, coaching, instructional roles, comprehensive literacy programs, assessment, and school-family-community partnerships.

Candidates Select One Elective

LTCY 513 Literacy Instruction for Middle Grades: This course addresses motivating middle school learners to read and building the literacy skills needed for learning in subject areas. Topics include nurturing a love of reading, using instructional materials and text types to engage learners, and addressing the developmental needs of young adolescents. Meeting the needs of all students, including culturally and linguistically diverse middle school students, is emphasized.

LTCY 514 Language and Literacy Instruction for Culturally and Linguistically Diverse Students: This course focuses on instructional approaches and materials to support language and literacy development among culturally and linguistically diverse (CLD) students. Candidates will explore topics and issues of second language acquisition, bilingual and multicultural education, identity and CLD students, language diversity, language policy, and home and community engagement. Candidates will be able to apply their multifaceted knowledge across disciplines and professional contexts.

LTCY 515 Technology for Literacy Instruction: In this course, candidates explore technology tools and digital media to support literacy teaching and learning among students of diverse backgrounds and abilities. Topics include selection and evaluation of technology tools; technology to support the developing needs of all learners; social, legal, and ethical issues related to classroom technology use; and technology use that promotes critical thinking and meaningful learning.

LTCY 516 Advanced Practicum in Literacy Instruction: In a clinical and/or on-site setting, this course provides opportunities to explore innovative diagnostic and instructional practices more in-depth. The study of specific reading difficulties as well as reading intervention program development is encouraged. (Offered by invitation only)

Candidates may elect to take the alternate writing course as their elective or any other 500 level Literacy Ed course. LTCY 516 Advanced Practicum in Literacy Education is offered by invitation only.

Program Benchmark Requirements

Benchmark One

  • Complete initial courses LTCY 501, 502, 504, and 505 or 506
  • Complete self-evaluation of Professional Dispositions

Benchmark Two

  • Submit informational application for LTCY 507
  • Cumulative minimum grade point average of 3.0 (no course lower than "C")

Benchmark Three: Capstone Courses

  • Cumulative minimum grade point average of 3.0 (no course lower than "C")
  • Completion of LTCY 503 and LTCY 507

Benchmark Four: Exit Requirements

  • Notify Program Coordinator of your intent to graduate.
  • Submission of graduation application to College of Graduate Studies and Research
  • Cumulative minimum grade point average of 3.0 (no course lower than a 2.0 is accepted)
  • Completion of Program Survey

Please note: To be entitled by the state as a Reading Specialist, you must pass the Illinois Reading Specialist test and submit scores to the Literacy Education Program.