School of Education

Director: Dr.  Heather Kimberly Dial
Assistant Professor
Office:  Education Building, Room 133
Phone: 910.521.6636
Email: heather.dial@uncp.edu

Prospective students should email the Graduate Office at grad@uncp.edu or visit the website at http://www.uncp.edu/grad.

The Master of Arts in Education (M.A.Ed.) in Reading Education is designed for classroom and reading teachers to prepare them as leaders in the field of literacy instruction and as reading specialists.  Since the program builds on the knowledge base and experience of the practitioner, teachers who enter the M.A.Ed. must be licensed to teach in North Carolina. Graduate study in reading education will enable teachers to develop expertise in the teaching of reading, the diagnosis and remediation of problems, and the development of successful reading programs. Teachers will also have opportunities to develop leadership competence in the design, delivery, and assessment of reading and services.

 

Special Program Admission Requirements:

Applicants who do not have a degree in a reading-related discipline such as elementary education, special education, or English/ language arts are subject to special program admission requirement(s), based on the Program Director’s evaluation of the applicant’s transcript.

• EDN 488  Foundations of Reading Instruction I

• EDN 489  Foundations of Reading Instruction II

Program Goals

The revised M.A.Ed. in Reading Education is organized around five major standards established by the International Reading Association (IRA) for Master’s level literacy specialist.  These standards reflect the Master’s advanced competencies (MAC) of the 1997 NC Excellent Schools Act, as well as NCDPI guidelines for reading teachers, expectations set forth by NCATE, and the principles of the National Board of Professional Teacher Standards (NBPTS).   All Reading courses will reflect the five program standards in content, learning opportunities, and requirements. 

The five standards are:

1. Candidates have knowledge of the foundations of reading and writing processes and instruction.

2. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.

3. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

4. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

5. Candidates view professional development as a career-long effort and responsibility.