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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 have professional teacher licensure. This is a 36-hour program that 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. The Reading Education program is accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the North Carolina State Board of Education
Funding is available for the M.A.Ed. in Reading Education Program through the Teacher Education Assistance for College and Higher Education (TEACH)Grant (https://studentaid.gov/understand-aid/types/grants/teach ) there may be up to $8,000 that you could potentially get toward your degree! Because this degree leads to licensure as a Reading Specialist you could be eligible for this federal funding.
Catalog 2019-2020 UNCP Graduate Reading Handbook
"I believe that the most important factor in a student's academic success is the quality of their classroom teacher."
An alum of UNC Pembroke's Master in Reading Education program, Nicole Pait, has been in education for 24 years—teaching in grades K-5, serving as an academic coach, a Reading Recovery teacher and RCS Literacy Coordinator. She currently serves as Richmond County Schools' K-12 Director of ELA, Social Studies, Arts and Gifted Education.
Students applying for admission to the program must have:
- GPA of at least 3.0 (based on a 4.0 scale) on all previous work completed beyond high school (secondary school).
- A professional teaching license and minimum one-year teaching experience. The M.Ed. in Reading Education program qualifies graduates who hold a North Carolina professional educator's license for an advanced North Carolina K-12 Reading Education license at the master's level. Graduates from the program who do not have a professional educator's license can earn the M.Ed. in Reading degree but will not be eligible for licensure at any level (this is the non-licensure route). Applicants seeking to obtain the Masters/Advanced competencies "M" license in K-12 reading education must hold an Initial License in any teaching field from the North Carolina Department of Public Instruction.
- Three professional references of which one should be a current administrator/supervisor who is familiar with your teaching/career goals.
- A statement of purpose*.
- Beginning with Fall 2020 applications, MAT and GRE testing is no longer required. Although standardized test scores are NOT required for admission, test scores may be submitted as an option by applicants to provide additional information or to supplement their application.
*Statement of purpose: Your personal statement is a critical piece of a graduation school application that tells who you are, what your academic and professional interests are and how you'll add value to the graduate program and university community. This is a chance for the program director to get to know you.
A statement of purpose should be between 500 and 1,000 words. Use a traditional font (Arial or Times New Roman) at a 12-pt size and double spaced so it is easy to read.
The M.A.Ed. in Reading Education is organized around four major standards established by the International Literacy Association's (ILA) for master's level literacy specialist. These standards reflect NC Department of Public Instruction 2009 guidelines for reading teachers and expectations set forth by NCATE.
The four standards are:
- Standard 1: Reading teacher candidates have knowledge of foundations of reading.
- Standard 2: Reading teacher candidates use a wide range of reading assessment tools and results in order to provide developmentally appropriate instruction.
- Standard 3: Reading teacher candidates understand and apply best instructional practices and techniques in the reading process for all learners.
- Standard 4: Reading teacher candidates create a literate environment that fosters reading and writing competencies by integrating foundational knowledge and technology.
The M.A.Ed. in Reading Education Program emphasizes the current science of reading focused on reading and evidence-based methods and the six components of the reading process: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Specifically, this program incorporates the Reading Research to Classroom Practice (RRTCP) instruction. During the program candidates will understand and develop the foundations of reading and writing processes and instruction; use instructional approaches/materials and an integrated/comprehensive/balanced curriculum to support student learning in disciplinary literacy; use assessment to plan/evaluate/augment effective reading and writing instruction; create an engaging literacy environment and instruction that exemplifies equity literacy; demonstrate/facilitate/commit to professional learning and leadership as a career-long effort and responsibility by serving as a resource to educate teachers, administrators and the community.
Reading Education Curriculum
The M.A.Ed. in Reading Education is a three-strand curriculum.
- Strand I: Orientation, Theory, and Research
- Strand II: Expanding Content and Pedagogical Knowledge
- Strand III: Influencing Literacy Instruction and Leadership
If you are concerned about funding, there may be financial assistance available. Please contact our Financial Aid Office or access our Information on Funding for Graduate School brochure.
There is Funding for a Master’s of Arts in Reading Education through the Teacher Education Assistance for College and Higher Education
(TEACH) Grant and other grants through completing a Free Application for Federal Student Aid (FAFSA).
"After teaching for 10 years, I earned my Master's in Reading Education and am going into my fourth year as an Instructional Coach with Cumberland County Schools. Because of UNCP's program, not only am I better equipped to help my staff with different strategies to help struggling readers, but I have the knowledge to draw from to help the students I serve in small group instruction. Without the core knowledge, care and concern from the professors I don't know where I would be today—I am forever indebted to this program!" Portia Brown