Program Objectives

Based on professional standards published by the International Reading Association and the N.C. State Department of Education, the program prepares graduates who: 1) understand the theoretical and evidence-based foundations of reading and writing processes and instruction; 2) use instructional approaches, materials and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing; 3) use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction; 4) create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences and diversity in our society; and 5) demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility by serving as a resource to educate teachers, administrators, and the community.

General Requirements for Admission to the Graduate School

Please refer to admission information in The Graduate School  section.

Additional Admission Requirements

In addition to the general requirements for admission to the Graduate School, applicants must hold an A level license in any teaching field from the North Carolina Department of Public Instruction (or its equivalent from another state).

Degree Requirements

The M.Ed. in Reading Education program requires a total of 33 credit hours of courses in four phases:

Degree Total = 33 Credit Hours

Online Master’s Degree Program

At the time of Catalog printing, the M.Ed. in Reading Education program is offered fully online.  The program is designed as a cohort model.  Students can complete the degree within two years/five semesters (Fall, Spring, Summer, Fall, Spring). 

Clinical Field Experiences

Students in the M.Ed. in Reading Education program participate in clinical field experiences that require them to apply coursework in classroom settings, analyze P-12 student learning, and reflect on their practice in the context of theories on teaching and learning. Students deepen their understanding of the knowledge, skills, and professional dispositions that foster student learning. These experiences broaden their ability to help all students learn, including children with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups. These structured field experiences can take place in multiple settings such as neighboring schools or districts, day care centers and after- school programs, alternate youth centers, or in the schools and classrooms in which the student works.

Capstone Experience

Students demonstrate leadership to other teachers, administrators, and the community by making a presentation to attendees of the leading reading organization in the State, the North Carolina Council of the International Literacy Association.  They become the voice, the leaders, and the experts who are sharing their knowledge of research and best practices with the professional community.  Preparation for this begins in the first course of the program and continues throughout all of the courses as students develop a proposal, assess the needs of teachers and students, and then work collaboratively to plan their mode of dissemination.

Assistantships

The Department typically has a limited number of Graduate Assistantships, pending resources. Applications are available from the Department of Reading and Elementary Education.

Program Approval

All teacher education programs at UNC Charlotte are accredited by the National Council for Accreditation of Teacher Education and approved by North Carolina State Board of Education.