Reading Specialist MS
The Reading Specialist program at Saint Joseph’s University is based on rigorous research on how students develop as critical life-long readers, writers, and thinkers. In accordance with the Pennsylvania Department of Education’s Reading Specialist PK-12 Program Framework Guidelines (2024), we prepare reading specialist candidates to make sound decisions about how to best serve students’ diverse literacy needs. We advocate explicit, systematic and differentiated instruction in the areas of phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Candidates learn to address structured literacy goals in the context of meaning-based, engaging, culturally sustaining, and joyful classrooms. We focus on teaching strategic, higher-level comprehension using high-quality diverse texts. Our reading specialist candidates also learn to employ authentic and explicit writing instruction. Candidates read and respond critically to high-quality empirical and qualitative studies that address effective literacy practices. Through a variety of school-based field experiences, candidates learn to meet students’ literacy needs through administering and analyzing literacy assessments and using subsequent data to inform instructional decision-making. Field experiences are embedded throughout the program, allowing candidates to apply course concepts in assessment and teaching experiences with PK-12 students. These experiences culminate in a supervised practicum that includes leading and coaching teachers and providing professional development in an evolving educational landscape. This program prepares candidates for the Reading Specialist Praxis exam and is intended for teachers who already hold initial Level 1 certification, as well as those who are seeking initial Level 1 certification.
Goal 1: Candidates will demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate.
Goal 2: Candidates will design literacy curricula to meet the needs of a variety of literacy learners by drawing from a range of literacy teaching paradigms, including structured literacy, culturally sustaining literacy, critical literacy, multimodal and digital literacies, and thoughtful literacy.
Goal 3: Candidates will recognize and appreciate the inherent literate capacities of all students.
Goal 4: Candidates will design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners, including those who experience difficulties with literacy.
Goal 5: Candidates will understand, select, and use valid, reliable, fair, and appropriate cognitive and noncognitive assessment tools to inform instruction, evaluate interventions, and guide teachers in their understanding and use of assessment results.
Goal 6: Candidates will strive to enact and advance equitable literacy teaching practices and policies at the classroom, school, district, and community levels.
Goal 7: Candidates will demonstrate the ability to be reflective literacy professionals who apply their knowledge of adult learning to work collaboratively with colleagues and advocate on behalf of teachers, students, families, and communities.
Goal 8: Candidates will complete supervised practicum experiences that include intervention.
For students who have Level 1 Teaching Certification
| Code | Title | Hours |
|---|---|---|
| EDU 671 | Writing in the Curriculum | 3 |
| EDU 700 | Foundations of Literacy | 3 |
| EDU 701 | Assess & Instr in Liter K-3 | 3 |
| EDU 702 | Assess & Instr in Liter 4-12 | 3 |
| EDU 703 | Crit Exp of Literacy Research | 3 |
| EDU 704 | Plng & Org a Literacy Program | 3 |
| EDU 705 | Literacy Practicum 1 | 6 |
| Electives | 6 | |
| Total Hours | 30 | |
For Students who do not have Level 1 Teaching Certification
| Code | Title | Hours |
|---|---|---|
| For candidates who have not previously taken introductory literacy pedagogy courses, EDU 632 or EDU 640 must be completed before taking any 700-level course. | ||
| EDU 632 | Literacy/Literature I w/ Field | 3 |
| or EDU 640 | Literacy/Literature II w/Field | |
| SPE 600 | Found & Current Issues w/Field | 3 |
| SPE 613 | Incl. Class Practices w/Field | 3 |
| EDU 646 | Language and Culture w/ Field | 3 |
| EDU 671 | Writing in the Curriculum | 3 |
| EDU 700 | Foundations of Literacy | 3 |
| EDU 701 | Assess & Instr in Liter K-3 | 3 |
| EDU 702 | Assess & Instr in Liter 4-12 | 3 |
| EDU 703 | Crit Exp of Literacy Research | 3 |
| EDU 704 | Plng & Org a Literacy Program | 3 |
| EDU 769 | Advanced Fieldwork in Literacy 1 | 6 |
| Total Hours | 36 | |
- 1
Reading Specialist candidates seeking a Reading Specialist certification who already hold an Instructional I teaching certificate in one of these areas are required to register for and complete EDU 705 - Literacy Practicum for a 3-Week (105 hours) student teaching placement.
- English 7-12
- ESL PK-12
- World Languages PK-12 (all languages)
- Grades 4-8
- PK-4
- Special Education PK-12
Reading Specialist candidates seeking a Reading Specialist certification who already have an Instructional I teaching certificate, but it is in a different area than the ones listed above are required to register for and complete EDU 705 - Literacy Practicum for a 6-Week (210 hours).
Reading Specialist Candidates seeking a Reading Specialist certification who do not hold an initial teaching certification are required to complete a minimum of fourteen (14) weeks of full-time student teaching in a Reading Specialist classroom. This requirement must be fulfilled in accordance with program guidelines and state certification regulations. The courses aligned with this requirement are EDU 702 and EDU 769.