Master of Arts in Reading
At UNC, experienced teachers can obtain a Master of Arts Degree in Reading in conjunction with the K-12 Reading Teacher Licensure Program.
Apply now for the new cohort beginning Fall 2013 in Loveland at UNC's Centerra Campus
Please attend an Information Meeting:
Wednesday, May 29 from 6-7 at Centerra Campus-check monitor for room
Wednesday, July 10 from 6-7 at Centerra Campus-check monitor for room
Wednesday, August 7 from 6-7 at Centerra Campus-check monitor for room
Please click HERE for directions to Centerra.
Please visit the UNC Table and Hosptiality Suite at the CCIRA (Colorado Council International Reading Association) February 6-9, 2013. Please click HERE for more information.
See UNC's MA Reading group on Facebook HERE.
Email Mr. Jonathan Shaw for more information.
If you would like more information on this program please click HERE.
- The Master of Arts in Reading degree program will be completed in two summers and two academic years. See course schedule. It is intended for practicing elementary and secondary teachers and allows candidates to receive the K-12 Reading Teacher added endorsement.
- Extended Studies
- Does your investment pay off? Consider the following: in Poudre School District, a teacher with a Masters degree will earn $268,300 more over 30 years than a teacher with a Bachelors degree. In Thompson, the difference is $414,000, in Windsor, $313,000. Investing in your graduate education will bring, on average, 3,000% total return, or 100% annual return over the next 30 years.
This program is offered through the UNC Office of Extended Studies, which means a flat per-credit tuition rate for all students in the program. There are no student fees. Certain courses may carry specific course fees for additional services and materials.
Please see Extended Studies Tuition Rates HERE. Note the Education rates, please.
The Reading Graduate Programs prepare students to be inquiring practitioners who seek knowledge and experiences about reading processes and practices. These evolving scholars are guided and encouraged to pursue knowledge, commit to inquiry, engage in problem solving related to reading/literacy processes and practices, and participate as leaders in reading related activities. The inquiring practitioners learn to use reading knowledge, practices, and processes to serve the changing technological, diversity, and reading education needs of dynamic local and global environments.
The Master of Arts Degree Program in Reading prepares a student to function more effectively as a classroom teacher; to direct reading programs, staff development and curriculum development at a school level and for many literacy-related tasks.
There are several steps to the evaluation of the Reading Program as well as to the evaluation of the students enrolled in the Reading M. A. Degree Program. The evaluation process is ongoing. For admission into the Graduate School and admission into the Reading M. A. Degree Program a student must complete and submit specific documents (Graduate School Application, Reading Program Application, three Letters of Reference and a Resume) that Reading Program faculty members review and evaluate. As a student takes courses, he/she completes a University generated course evaluation form and may be asked to complete an instructor developed evaluation form. When a student reaches the mid-point of taking the eleven reading courses (after five courses), the student and the student’s advisor meet to complete a “progress “ interview. The purpose of the interview is for the student to reflect upon his/her performance to date as well as to make known his/her evaluation of the strengths and needs of the Reading Program. At the conclusion of all the Reading M. A. Degree coursework, a student takes a written comprehensive examination or completes a thesis. At the end of the written comprehensive examination or at the end of the thesis defense the student completes an exist survey evaluating all of the elements of the Reading Program that the student has participated in and completed. Two years after graduating from the Reading Program with a M. A. Degree the student will be asked to complete another survey and to reflect on his/her overall M. A. Degree experience.
By completing the Master of Arts Degree in Reading students fulfill the requirements for institutional recommendation for endorsement as a K-12 Reading Teacher. Students seeking endorsement must provide evidence of two or more years of teaching experience in an accredited and/or established elementary, middle, or secondary school while holding a Type A or teaching license equivalent certificate before such recommendation is made. Students wishing to obtain Colorado licensure in reading are required to pass a State of Colorado administered proficiency examination (PLACE – Reading). Students should contact the School for the Study of Teaching and Teacher Education in McKee 216 for information.
|Sem||2011 Loveland Cohort III||Spring 2012 Denver Cohort I||Fall 2012 Loveland Cohort IV|
|Spring 12||EDRD 617
|EDRD 611, EDRD 614|
|Summer 12||EDRD 642
|SRM 600, EDRD 612|
|Fall 12||EDRD 645
|EDRD 617, EDRD 620||EDRD 611, SRM 600|
|Spring 13||Graduation||EDRD 645, EDRD 692||EDRD 614, EDRD 612|
|Summer 13||EDRD 642, EDRD 670, EDRD 693||EDRD 617, EDRD 620|
|Fall 13||Graduation||EDRD 692, EDRD 645|
|Spring 14||EDRD 642, EDRD 670, EDRD 693|
|Summer 14||Capstone Completion|
Required Major Credits – 33 hours
- EDRD 611 Language, Literacy and Cognitive Development (3)
- EDRD 612 Reading in the Elementary Schools (3)
- EDRD 614 Literature for Children, Adolescents and Young Adults (3
- EDRD 617 Evaluation and Improvements of Literacy Teaching and Learning (4)
- EDRD 620 Reading in the Middle and Secondary Schools (3)
- EDRD 642 Teaching the Writing Process in Schools (3)
- EDRD 645 Reading Research (3)
- EDRD 670 Directing a School-Wide Reading/Literacy Program (3)
- EDRD 692 Clinical Practicum in Literacy Coaching (4)
- EDRD 693 Capstone Reading Seminar (1)
- SRM 600 Introduction to Graduate Research (3)
Program coordinator Dr.Jim Erekson.