Degree Offered
- Master of Arts in Literacy Education
Nature of the Program
The Master of Arts in Literacy Education graduate program earned National Recognition with Distinction from ILA. This program offers two graduate degree pathways.
Pathway 1 with Reading Specialist Certification
The Master of Arts in Literacy Education (LE) is a 30-credit hour online graduate degree with reading specialist licensure.
- This program prepares candidates with initial teaching certification for reading specialist certification.
- Educational Testing Service (ETS) Praxis 5302, Reading Specialist, is required for state certification.
- Candidates will be prepared to fulfill the roles of specialized literacy professionals as outlined by the International Literacy Association's (ILA) Standards for the Preparation of Literacy Professionals (2018). These roles include Reading Specialist, Literacy Coach, and Literacy Coordinator/Literacy Leader.
Pathway 2 without Reading Specialist Certification
The Master of Arts in Literacy Education (LE) is a 30-credit hour online graduate degree. This program is open to those with an undergraduate degree seeking a Master of Arts in Literacy Education and do not have an initial teaching license. This pathway will not lead to initial teaching certification or reading specialist certification.
Admissions for 2025-2026
- Bachelor’s degree with a minimum 2.75 GPA
- Valid state teaching license (Pathway 1 only)
- Letter of recommendation
- WVU Graduate application for admission https://admissions.wvu.edu/how-to-apply
Major Code: 5519
Major Requirements
| Code | Title | Hours |
|---|---|---|
| A minimum GPA of 2.75 is required for graduation. | ||
| A minimum grade of C- is required in all coursework applied toward the major. | ||
| Required Courses | ||
| LE 620 | Specialized Literacy Professionals | 3 |
| LE 621 | Knowledge of Literacy Instruction | 3 |
| LE 622 | Disciplinary Literacy | 3 |
| LE 623 | Early Literacy Instruction | 3 |
| LE 624 | Foundations of Literacy | 3 |
| LE 627 | Motivation and Engagement in Literacy Learning | 3 |
| LE 640 | Literacy Intervention 1 | 3 |
| LE 682 | Literacy Assessments | 3 |
| LE 689 | Literacy Intervention 2 | 3 |
| LE 726 | Literacy Leadership | 3 |
| Total Hours | 30 | |
Suggested Plan of Study
| First Semester | Hours | ||
|---|---|---|---|
| LE 620 | 3 | ||
| LE 621 | 3 | ||
| 6 | |||
| Second Semester | Hours | ||
| LE 622 | 3 | ||
| LE 627 | 3 | ||
| 6 | |||
| Third Semester | Hours | ||
| LE 682 | 3 | ||
| LE 623 | 3 | ||
| 6 | |||
| Fourth Semester | Hours | ||
| LE 624 | 3 | ||
| LE 640 | 3 | ||
| 6 | |||
| Fifth Semester | Hours | ||
| LE 689 | 3 | ||
| LE 726 | 3 | ||
| 6 | |||
| Total credit hours: 30 | |||
Major Learning Outcomes
Literacy Education
The M.A. program in Literacy Education is aligned with the International Literacy Association’s Standards for the Preparation of Literacy Professionals (2018) and prepares candidates for roles including Reading Specialist, Literacy Coach, Literacy Coordinator/Literacy Leader. Accordingly, the specific outcomes of candidate participation and completion include:
- demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist in schools.
- use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
- understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
- demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
- demonstrate the ability to meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
- demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.
- complete supervised, integrated, extended practica/clinical experiences that include intervention work with students and working with their peers and experienced colleagues; practica include ongoing experiences in school-based setting(s); supervision includes observation and ongoing feedback by qualified supervisors.
International Literacy Association (2018). Standards for the Preparation of Literacy Professionals 2017. Newark, DE: Author.