Feb 28, 2024
Graduate Program Chair
Margaret O’Hearn-Curran, Ph.D.
Graduate Curriculum Committee
Nermin Bayazit, PhD
Lyndsey Benharris, PhD
Anne Howard, PhD
Laurie Link, EdD
Margaret O’Hearn-Curran, PhD
Phillip Saisa, EdD
Robert Shapiro, PhD, BCBA-D
Annette Sullivan, EdD
This program defines the knowledge and skills necessary for effective assessment, instruction and leadership in the field of reading. It responds to the needs of school districts by preparing specialists in leadership roles, as well as to the needs of students with a wide range of abilities.
The Reading Specialist Program provides candidates with a rigorous, research based curriculum and a range of assessment, teaching and staff development opportunities.
This concentration does not lead to reading specialist licensure. Initial licensure or permission of the program chair is required for entry into this concentration.
- Children or Young Adult Literature
- Child Development (or equivalent)
- Principles and Practices of Teaching Reading (or equivalent)
Program Learning Outcomes
Adapted from Standards for the Preparation of Literacy Professionals (2017). International Literacy Association
Completed applications are reviewed on a rolling admission basis. Admissions requirements are as follows:
- Official transcript of a Bachelor’s degree from a regionally accredited institution
- Three letters of recommendation
- Professional resume
- Initial Massachusetts licensure in early childhood, elementary, middle school or special education
- Have taught under an Initial Massachusetts Educator License for a minimum of one year
- Passing scores for the Communication and Literacy subtest of the Massachusetts Test of Educator Licensure (MTEL)
- Official transcripts of graduate level course work from a regionally accredited institution (if applicable)
- Graduate application and fee
- An essay, no more than one page in length, in response to one of the following questions:
- Tell us about a positive situation in which you helped a person and made a significant difference in that person’s life.
- What are the most important factors in establishing a long-term working relationship with students, friends, etc.?
- Tell us about a significant event that involved you in a teaching or helping mode.
- Describe the situation as it occurred at the time.
- What did you do in that particular situation?
- How did you feel about the situation at the time you were experiencing it?
- How do you feel about the situation now?
- What would you change, if anything?