Master of Arts (MA) in Reading & Literacy Education

Reading & Literacy Added Authorization (RLAA)

Reading & Literacy Leadership Specialist Credential (RLLSC)

The MA in Reading & Literacy Education degree, Reading & Literacy Added Authorization (RLAA), and Reading & Literacy Leadership Specialist Credential (RLLSC) programs are designed to increase understandings, knowledge, and skills for those who are or wish to become reading/language arts specialists in public or private schools, clinics, and at community colleges. Our programs are also ideal for elementary and secondary teachers who plan to remain in the classroom but who wish to deepen their theoretical and practical understandings about the teaching of reading and language arts. Candidates are prepared to teach, tutor, develop curriculum, offer in-service instruction, and direct reading centers for students ranging from Pre-K through community college. The MA in Reading & Literacy Education degree is most often earned concurrently with the RLAA and RLLSC.

This program is the only one at SDSU that allows students to earn the RLAA or Pre K-12 RLLSC from the California Commission on Teacher Credentialing either alone or in combination with the MA in Reading Education.

 

San Diego State University Literacy Center Residency Information

Each of our programs (the RLAA, the RLLSC, and the MA) provides extensive, collaborative, and supervised clinical experiences through the SDSU Literacy Center, working directly with K-12 students in the local community (City Heights). All Reading & Literacy graduate students will have the option to work with Literacy Center students virtually or in person (contingent upon COVID-19 restrictions) during the Spring semester each year. The degree and/or certificate option you pursue will depend upon your educational and professional background, as well as your future career plans.

Reading & Literacy Added Authorization (RLAA) – 13 units, 12 month program

The RLAA provides additional expertise and authorization in literacy instruction, preparing you to teach literacy in the classroom more effectively and to assume additional roles at the school level in literacy leadership. The RLAA program can be completed in 12 consecutive months - beginning in Summer sessions and continuing through the Fall and Spring semesters.

 

Reading & Literacy Leadership Specialist Credential (RLLSC) – 25 units, 15 month program

The RLLSC program is a Pre-K to adolescent (and higher) teaching credential. The RLLSC prepares teachers to be effective literacy instructors, as well as to assume leadership roles in the presentation of professional development, literacy coaching, and literacy program assessment and curricula. The RLLSC program can be completed in 15 consecutive months - beginning in Summer sessions and continuing through the Fall, Spring, and second Summer semesters.  

 

Combined Master of Arts in Reading & Literacy Education and RLAA/RLLSC – 31 units, 15 month program

The combined MA in Reading & Literacy Education and RLAA/RLLSC program is appropriate for students who do not already hold the MA degree, whose career plans may take them outside of California, or who desire to pursue a Ph.D. in the future. The combined MA and RLAA/RLLSC program can be completed in 15 consecutive months - beginning in Summer sessions and continuing through the Fall, Spring, and second Summer semester. A thesis project is required for this program.

*The Reading Specialist Credential and combined MA programs both require a minimum of three years of full-time K-12 teaching experience within the range of grades Kindergarten to 12. 

Info Sessions and Advising

Info Session: Reading M.A., Added Authorization & Specialist Credential Programs

Thursday, December 9, 2021 at 5:30pm

INFO SESSION RSVP Form

Advisor

Dr. Katie Sciurba
[email protected]

Literacy Center

Visit the SDSU Literacy Center for more information.

construction paper project: student selfies

Online Reading Programs Course Nesting (Beginning Summer 2021)

Time to Certificate/Degree

RLAA 13 months (Summer 2021, Fall 2021, Spring 2022)
RLLSC 16 months (Summer 2021, Fall 2021, Spring 2022, Summer 2022)
Combined Credential/MA 16 months (Summer 2021, Fall 2021, Spring 2022, Summer 2022)

SEMESTER

READING & LITERACY ADDED AUTHORIZATION

READING & LITERACY LEADERSHIP SPECIALIST CREDENTIAL

COMBINED CREDENTIAL/MA

1a SUMMER (2021)

TE 530 (3 units)Children’s and Adolescents’ Literature TE 530 (3 units)Children’s and Adolescents’ Literature TE 530 (3 units)Children’s and Adolescents’ Literature
1b SUMMER (2021) TE 639 or 677 (3 units) Literacy and Language TE 639 or 677 (3 units) Literacy and Language TE 639 or 677 (3 units) Literacy and Language

2 FALL (2021)

 TE 635 (3 units) Introduction to Assessment of Reading/Language Arts TE 635 (3 units) Introduction to Assessment of Reading/Language Arts  TE 635 (3 units) Introduction to Assessment of Reading/Language Arts
    TE 640 (3 units) Planning for Teaching and Assessment in Writing  TE 640 (3 units) Planning for Teaching and Assessment in Writing 

3 SPRING (2022)

TE 637 (4 units) Instructional Strategies for Reading/Language INCLUDES OPTIONAL RESIDENCY AT THE SDSU LITERACY CENTER   TE 637 (4 units) Instructional Strategies for Reading/Language INCLUDES OPTIONAL RESIDENCY AT THE SDSU LITERACY CENTER  TE 637 (4 units) Instructional Strategies for Reading/Language INCLUDES OPTIONAL RESIDENCY AT THE SDSU LITERACY CENTER
    ED 690 (3 units) Methods of Inquiry ED 690 (3 units) Methods of Inquiry
4 Summer2a (2022)   TE 631 (3 units) Seminar in Language Art  TE 631 (3 units) Seminar in Language Art
      ED 795 A Master's Seminar

5 Summer2b (2022)

  TE 633 (3 units) Leadership in Literacy Ed TE 633 (3 units) Leadership in Literacy Ed
      ED 795 B Master's Seminar
  13 Units 25 Units 31 Units

Course Descriptions  

Survey of children’s/adolescents’ literature and its incorporation into the classroom curriculum.
Planning, presenting, and evaluating professional development activities in literacy education for teachers at the K-12 level.
Theoretical knowledge and practical skill in assessing reading and language arts using both formal and informal measures.
Three lectures and two hours of activity. Supervised teaching experience utilizing instructional activities in individual and small group settings.

TE 639. Literacy and Language (3)
Theories of literacy and methods for developing literacy in language, reading and writing. Instructional methods and assessment techniques for children and adults.

TE 677. Research-Based Pedagogy for Diverse Learners (3)
Research-based pedagogy for diverse learners. Instructional strategies applicable across disciplines.
Comprehensive writing instruction in context of the interactive language arts. Development of plans for curriculum and instruction in diverse classrooms. Examination of multiple assessments and how they inform instruction in K-12 classrooms.
Procedures for gathering, analyzing, and synthesizing information; reviewing the literature; designing studies. Section selection to be made with department graduate adviser.
An intensive study in selected areas of education culminating in a written project. Limited to students following Plan B for the Master of Arts degree in education.
An intensive study in selected areas of education culminating in a written project. Limited to students following Plan B for the Master of Arts degree in education.

More Program Info, Learning Outcomes

Program Overview

SDSU’s Reading and Literacy Added Authorization (RLAA) program is designed to support the professional development of K-12 teachers who want to improve their reading and literacy instruction. The 13-unit program is designed to further teachers’ knowledge of the literacy ideas in the K-12 curriculum, to deepen their understandings of children’s multifaceted literacies, to investigate how literacy instruction can empower all children, including those whose identities are marginalized, and to determine how research can improve instruction. All RLAA candidates must hold a valid California teaching credential, and they must complete three years of full-time teaching experience before applying for the RLAA. 

Topics to be addressed include: 

  • How is literacy conceptualized within and beyond K-12 reading and literacy curricula? 
  • How can literacy be empowering for all children, including those whose identities are marginalized? 
  • How do children experience literacy and literacy education? 
  • What does it mean to have a deep understanding of literacy? 
  • How can we effectively assess our students' literacy understandings? 
  • How can research improve our literacy practices? 
  • What are the best practices associated with the Common Core Standards for English Language Arts?

Coursework and connections to classroom experiences are integrated and designed to support the teacher in designing and implementing literacy instruction from kindergarten through grade 12.

Learning Outcomes

Learning Outcome 1: Plan and implement instruction based on students’ reading and literacy thinking.
Learning Outcome 2: Use a variety of appropriate methods of reading and literacy representations, including technology, oral language, written symbols, pictures, concrete materials/models, real-world situations/phenomena.
Learning Outcome 3: Use best practices associated with the Common Core Standards for English Language Arts.
Learning Outcome 4: Plan and implement reading or literacy instruction in developmentally and culturally responsive ways to meet specific student needs.
Learning Outcome 5: Develop an understanding about what it means to learn reading and literacy deeply .
Learning Outcome 6: Develop strategies for classroom discourse in reading or literacy. 
Learning Outcome 7: Use assessments in reading and literacy for uncovering students' reasoning.

Learning Outcome 8: Demonstrate professional competency with professional presentations and action research.
Learning Outcome 9: Actively read and interpret research in ways that influence practice.

Curriculum Alignment Matrix
Learning Outcome TE 530 TE 639/TE 677 TE 635 TE 637
1   X X X
2 X   X X
3 X   X X
4 X   X X
5   X    

6

X X X X

7

    X  

8

X   X X

9

X X X X
Program Overview

SDSU’s Reading and Literacy Leadership Specialist Credential (RLLSC) program is designed to support the professional development of K-12 teachers who want to improve their literacy instruction and serve in literacy leadership positions, such as those held by literacy or reading coaches and providers of literacy-based professional development. The 25-unit program is designed to enhance candidates’ knowledge of the literacy ideas in the K-12 curriculum, to deepen their understandings of children’s multifaceted literacies, to investigate how literacy instruction can empower all children, including those whose identities are marginalized, to determine how research can improve instruction, and to learn the skills necessary to provide literacy support to K-12 educators. All RLLSC candidates must hold a valid California teaching credential, and they must complete three years of full-time teaching experience before applying for the RLLSC. 

Topics to be addressed include: 

  • How is literacy conceptualized within and beyond K-12 reading and literacy curricula? 
  • How can literacy be empowering for all children, including those whose identities are marginalized? 
  • How do children experience literacy and literacy education? 
  • What does it mean to have a deep understanding of literacy? 
  • How can we effectively assess our students' literacy understandings?
  •  How can research improve our literacy practices? 
  • What are the best practices associated with the Common Core Standards for English Language Arts?
  • What are the best approaches for providing literacy/reading coaching and support to K-12 educators?

Coursework and connections to classroom experiences are integrated and designed to support the teacher in designing and implementing literacy instruction from kindergarten through grade 12.

Learning Outcomes

Learning Outcome 1: Plan and implement instruction based on students’ reading and literacy thinking.
Learning Outcome 2: Use a variety of appropriate methods of reading and literacy representations, including technology, oral language, written symbols, pictures, concrete materials/models, real-world situations/phenomena.
Learning Outcome 3: Use best practices associated with the Common Core Standards for English Language Arts.
Learning Outcome 4: Plan and implement reading or literacy instruction in developmentally and culturally responsive ways to meet specific student needs.
Learning Outcome 5: Develop an understanding about what it means to learn reading and literacy deeply. 
Learning Outcome 6: Develop strategies for classroom discourse in reading or literacy. 
Learning Outcome 7: Use assessments in reading and literacy for uncovering students' reasoning.

Learning Outcome 8: Demonstrate professional competency with professional presentations and action research.
Learning Outcome 9: Actively read and interpret research in ways that influence practice.

Curriculum Alignment Matrix
Learning Outcome TE 530 TE 639/677 TE 635 TE 640 TE 637 TE  631 TE 633
1   X X X X X X
2 X   X X X X X
3 X   X X X X X
4 X   X X X X X
5   X       X X
6 X X X X X X X
7     X X   X X
8 X   X X X    
9   X X X X X X
Program Overview

SDSU’s Master of Arts (MA) programs with concentrations in Reading/Literacy Education are designed to support the professional development of individuals, who may or may not be K-12 educators, who want to improve their literacy instruction and/or serve in literacy leadership positions, such as those held by providers of literacy-based professional development. The 31-unit program is designed to enhance candidates’ knowledge of the literacy ideas in and beyond the K-12 curriculum, to deepen their understandings of children’s and adults’ multifaceted literacies, to investigate how literacy instruction can empower all people, including those whose identities are marginalized, to determine how research can improve instruction, and to learn the skills necessary to provide literacy support to K-12 educators in or beyond school contexts. The MA program can be completed with or without the RLAA/RLLSC. Candidates interested in receiving the RLAA/RLLSC from the California Commission on Teacher Credentialing (CCTC) must hold a valid California teaching credential and have three years of full-time teaching experience to apply to the CCTC.  

Topics to be addressed include: 

  • How is literacy conceptualized within and beyond K-12 reading and literacy curricula? 
  • How can literacy be empowering for all children, including those whose identities are marginalized? 
  • How do children experience literacy and literacy education? 
  • What does it mean to have a deep understanding of literacy? 
  • How can we effectively assess our students' literacy understandings? 
  • How can research improve our literacy practices? 
  • What are some ways to design and conduct research projects to enhance literacy practices?
  • What are the best practices associated with the Common Core Standards for English Language Arts?
  • What are the best approaches for providing literacy/reading coaching and support to K-12 educators?

Coursework and connections to classroom experiences are integrated and designed to support the teacher in designing and implementing literacy instruction from kindergarten through adult education.

Learning Outcomes

Learning Outcome 1: Plan and implement instruction based on students’ reading and literacy thinking.
Learning Outcome 2: Use a variety of appropriate methods of reading and literacy representations, including technology, oral language, written symbols, pictures, concrete materials/models, real-world situations/phenomena.
Learning Outcome 3: Use best practices associated with the Common Core Standards for English Language Arts.
Learning Outcome 4: Plan and implement reading or literacy instruction in developmentally and culturally responsive ways to meet specific student needs.
Learning Outcome 5: Develop an understanding about what it means to learn reading and literacy deeply. 
Learning Outcome 6: Develop strategies for classroom discourse in reading or literacy. 
Learning Outcome 7: Use assessments in reading and literacy for uncovering students' reasoning.
Learning Outcome 8: Demonstrate professional competency with professional presentations and action research.
Learning Outcome 9: Actively read and interpret research in ways that influence practice.

Curriculum Alignment Matrix
Learning Outcome TE 530 TE 639/677 TE 635 TE 640 TE 637 TE  631 TE 633 ED 795 A/B
1   X X X X X X  
2 X   X X X X X  
3 X   X X X X X  
4 X   X X X X X  
5   X       X X  
6 X X X X X X X  
7     X X   X X  
8 X   X X X     X
9   X X X X X X X