Master of Education, Reading--Reading Specialist
Overview of the Program
The School of Education Master of Education, Reading--Reading Specialist prepares graduates to become reading specialists for children in kindergarten through the twelfth grade. Program candidates will apply reading theory and research, learn new methodologies, and develop collaborative leadership skills. Candidates attend to the Alaska Content Standards and federal mandates while recognizing and addressing how individual students may vary in achieving standardized goals. Candidates increase their abilities to teach fluent reading skills and comprehension strategies, assess reading difficulties, and develop student engagement in reading. They also share practical insights and current research with colleagues, including paraprofessionals
The International Reading Association nationally recognizes the M.ED. Reading--Reading Specialists Program.
The M.Ed. Reading-Reading Specialist program is completely distance delivered, with the exception of one summer, three-week course. All distance courses use computer or audioconference instruction. Successful completion of eight courses in the masters sequence qualify the participant for a recommendation of reading endorsement for state licensure.
Comments from the NCATE Review by the International Reading Association
"Their theory of "classrooms as cultures" that permeates throughout the program is quite relevant. The entire program is extremely culturally responsive. Their conceptual framework is aligned with the Alaska State Standards and IRA standards. Their program has a strong philosophical base. They have a wide range of field experiences that will assist the candidate in reflecting on their growth as literacy professional. Braided discussions, as a forum, for self-reflection is novel." (2002)
"Thorough description of the changes made to their program. A response to the standard is included along with the evidence that is being collected for each standard. The revision of the 676 strengthens the program. As with the earlier version, the inclusion of the portfolio rubrics and state standards were helpful. Parts of this could be shared with others." (2004)
Mary-Claire Tarlow, Ph.D., Program Coordinator
Delores Graver, Administrative Assistant