Literacy Education

Master of Science Degree in Education in Literacy Education

The Graduate School offers three certification programs in Literacy Education for people who already have a New York State teaching certificate:

  1. Literacy Birth - Grade 6 is intended for teachers who wish to remain at the elementary school level. In this program, students take ten required courses and two electives.
  2. Literacy Grades 5 - 12 is intended for teachers who expect to work in middle schools or high schools. In this program, students take ten required courses and two electives.
  3. Literacy Education (Dual Certification): Birth - Grade 6 and Grades 5-12 is intended for teachers who want both of the certifications described above. In this program, students take twelve required courses and no electives.

The certification programs in Literacy Education consist of carefully sequenced coursework at three levels. Courses with a 500 number are designed for entry-level students who have an undergraduate background in education. Intermediate courses with a 600 number require students to develop an in-depth understanding of instruction and assessment for children at various levels of literacy. The courses with a 700 number are designed to provide students with culminating experiences or opportunities for them to demonstrate proficiency in both theory and application.

The goals of our programs are to enable our students to:

  • Make instructional decisions based on their theoretical understanding of the reading and writing processes. The program leads our students to espouse a clear and conscious theory of the nature of these processes after examining all the current theories.
  • Acquire a repertoire of techniques to use in literacy assessment and instruction. Our program exposes students to a variety of techniques and provides opportunities for them to practice and evaluate these methods as to their usefulness with various populations.
  • Become reflective practitioners who are constantly striving to grow as professionals by considering the value and effectiveness of their interactions with children. Students are routinely asked why they chose a particular course of action in designing and implementing lessons. They are also required to critique their own performance and suggest ways in which it might be improved.
  • Function effectively as outstanding classroom teachers and literacy specialists. We model leadership in professional activities that are essential for the improvement of literacy instruction. We also encourage our students to assume leadership positions, moving beyond their own classrooms to join with other teachers, administrators, parents and members of the community in working toward this goal.

Division Office: Chidwick 103, 914-654-5331,
Director of Education Programs: Erin Churchill, Chidwick 103