Reading and Literacy (MEd)
Reading and Literacy (MEd)
The Master of Education in Reading and Literacy is a fully online program for Pre-k through grade 12 educators who want to learn more about practical and theoretical aspects of reading. We especially emphasize literacy within bilingual, multilingual, transnational and immigrant contexts. People enrolled in the program gain a thorough understanding of the reading process, how people learn to read, how to work with readers who are challenged by learning to read, and how bilingual/ESL issues impact learning to read.
- Biliteracy
- Digital Literacy
- English/Adolescent Literacy
- Reading Specialist*
- Ranked #79 among 300+ national universities by Washington Monthly in 2018
- Accredited, cutting edge degree program
- Experienced, dedicated faculty
- Affordable tuition (ranked #1 in net price among national universities by Washington Monthly in 2018 and #3 most affordable university in America 2018 by BestValueSchools.com)
- Demonstrated student success in research, professional certification and career advancement
Step #1: Submit a UTRGV Graduate Application at www.utrgv.edu/gradapply. There is no application fee.
Step #2: Request your official transcripts to be sent electronically to gradapps@utrgv.edu or mailed to:
Review and submit all Program Requirements:
- Bachelor's degree from a regionally accredited institution in the United States or a recognized international equivalent in a similar or related field.
- Undergraduate GPA of at least 3.0. If applicant does not meet the minimum undergraduate GPA criterion of 3.0, the GRE general test is required for conditional admission. GRE test score is valid for 5 years.
- Official transcripts from each institution attended (must be submitted directly to UTRGV).
- One to two page personal statement detailing professional goals and reasons for pursuing the graduate degree.
Additional requirements for domestic applicants who attended foreign universities:
- TOEFL or IELTS Language Proficiency Test with minimum scores: 550 on paper-based, 213 on computer based, or 79 on Internet-based for the TOEFL; 6.5 for the IELTS. TOEFL and IELTS scores are valid for 2 years. For additional information, visit the Additional Documents for Domestic Applicants who Attend Foreign Universities section of our website.
- Certified English translation of educational records.
Additional requirements for international applicants:
- TOEFL or IELTS Language Proficiency Test with minimum scores: 550 on paper-based, 213 on computer based, or 79 on Internet-based for the TOEFL; 6.5 for the IELTS. For additional information, visit the English Proficiency Exam section of our website.
- Certified English translation of educational records.
- Financial Documentation showing sufficient funds to cover all expenses (living and academic) for the first year of study. For additional information, visit the Financial Documentation section of our website.
- Immigration documents, including a current copy of your valid passport. For additional information, visit the Immigration Documents section of our website.
UPDATE ON INTERNATIONAL ADMISSIONS FROM U.S. IMMIGRATION AND CUSTOMS ENFORCEMENT:
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SEVP regulations prohibit the issuance of a Form I-20 based on conditional admission, effective July 13, 2016. University officials can only issue a Form I-20 when students have met all standards for admission for the program of study listed on the Form I-20. These standards for admission include any English proficiency requirements.
Program Coordinator: Dr. Janine M. Schall
Phone: (956) 665-5106
Office: Edinburg Campus, EEDUC 1.514
E-Mail: Janine.schall@utrgv.edu
Deadlines:
Applications will be accepted year round and prospective students are encouraged to apply at least 2 months before classes start to ensure a timely application review. Applying early will also give prospective students the best opportunity to be considered for scholarships and other possible funding opportunities.
*Note: This program only admits applicants during Fall and Spring semesters.
| Residency | Per 3-Credit Hour Course | Semester (9-Credit Hours) | Total Estimated Cost |
| Texas Resident | $1,481.39 | $3,894.17 | $14,813.90 |
| Non-Resident/International | $2,708.39 | $7,575.17 | $27,083.90 |
*We estimate that tuition and fees will closely approximate the rates shown above; however, rates are subject to change. Please note that the rates above are estimated for on-campus students and those enrolled in 16-week online programs. The rate is different for Accelerated Online Programs (AOP). Visit the tuition and fees page for detailed information.
| Literacy Core | 12 |
| RLIT 6305: Conducting Literacy Research | 3 |
| RLIT 6307: Sociocultural Foundations of Literacy | 3 |
| RLIT 6309: Theoretical Foundations of Reading and Literacy | 3 |
| RLIT 6345: Transnational and Immigrant Literacies | 3 |
| Choose one of the following concentrations: | |
| Reading Specialist Concentration | 12 |
| RLIT 6313: Literacy Development and Language Study | 3 |
| RLIT 6329: Literacy Assessment and Instructional Decision Making | 3 |
| RLIT 6330: Teaching Marginalized Readers | 3 |
| RLIT 6310: Children's and Adolescent Literature | 3 |
| Biliteracy Concentration | 12 |
| RLIT 6311: Crossing Borders with Literature for Young People | 3 |
| RLIT 6334: Contemporary Topics in Bilatiracy | 3 |
| RLIT 6333: Bilatiracy in the Classroom | 3 |
| RLIT 6313: Literacy Development and Language Study | 3 |
| English/Adolescent Literacy Concentration | 12 |
| RLIT 6310: Children's and Adolescent Literature | 3 |
| RLIT 6320: Writing in the Reading Classroom | 3 |
| RLIT 6351: Adolescent Literacy and Disciplinary Learning | 3 |
| RLIT 6302: Adolescent Digital Literacy and Reading | 3 |
| Digital Literacy Concentration | 12 |
| RLIT 6302: Adolescent Digital Literacy and Reading | 3 |
| RLIT 6306: Assessment Practices in Digital Literacies | 3 |
| RLIT 6308: Digital Literacies and Leadership | 3 |
| RLIT 6303: Digital Literacies and the Diverse Learner | 3 |
| Elective Courses | 6 |
| RLIT 7300: Thesis I | 3 |
| RLIT 7301: Thesis II | 3 |
|
Or Six hours of approved electives |
|
| Total graduate hours for degree: | 30 |
Course Descriptions:
RLIT 6302: Digital Literacies and Adolescents [3‐0]
In this course students explore strategies to address multimodal literacy needs and practices of linguistically and culturally diverse adolescents across all academic disciplines. Metacognitive and collaborative strategies for bilingual adolescents' 21st Century success are addressed.
RLIT 6303: Digital Literacies and the Diverse Learner [3‐0]
This course examines how diverse learners engage with digital literacies. Candidates understand: dyslexia, accessibility mandates, local support personnel, online privacy, language, background, and cultural differences. They develop differentiated online lesson plans and interventions for diverse K-12 learners, ensuring equitable multimodal instruction and assessment.
RLIT 6305: Conducting Literacy Research [3‐0]
Students design and implement a research study as they examine major traditions of literacy research, with a focus on contemporary research of interest to teachers and researchers in the Rio Grande Valley. Strategies in interpreting and analyzing the professional literature will also be emphasized.
Prerequisite: EDFR 6300.
RLIT 6306: Assessment Practices in Digital Literacies [3‐0]
This course highlights reflective assessment and instruction in digital literacies. Candidates assess culturally and linguistically diverse learners using formal and informal assessments in online environments. Candidates develop leadership skills, create and teach an online course, and interact with parents and marginalized learners.
RLIT 6307: Sociocultural Foundations of Literacy [3‐0]
Participants will explore how social, political, economic, and cultural forces shape beliefs about race, class, language, gender, and literacy. Implications for teaching, learning and educational change will be examined.
RLIT 6308: Digital Literacies and Leadership [3‐0]
This course focuses on leadership in digital literacies and reflective practice in schools and programs serving linguistically and culturally diverse students. Students examine policy and research in organizational change, mentoring, and leading adult learners. Literacy and digital literacies program evaluation as well as parent and community involvement are highlighted.
RLIT 6309: Theoretical Foundations of Reading and Literacy [3‐0]
This course examines major theories of reading and literacy and the influence of cognitive, sociocultural, multimodal and critical approaches to literacy on current understandings of how children and adults learn literacy in and out of school.
RLIT 6310: Children’s and Adolescent Literature [3‐0]
This course will provide a broad knowledge of quality children’s and adolescent literature including theoretical perspectives and issues in the field such as transactional theory, critical literacy, multimodal experiences with literature, and issues of authenticity and representation. Participants will also engage with methods for using literature in the monolingual, bilingual, and multilingual literacy classroom.
RLIT 6311: Crossing Borders with Literature for Young People [3‐0]
Participants will explore children’s and young adult literature that crosses physical, cultural and linguistic borders. This includes multicultural and multiethnic literature, Latino literature, literature reflecting the immigrant/transnational experience, and bilingual texts. Issues pertaining to cultural authenticity and representation, translation and language use, and global literature will also be discussed.
RLIT 6313: Literacy Development and Language Study [3‐0]
This course examines theories of oral language development in monolingual, bilingual, and multilingual contexts and the role of language as a foundation for literacy. Participants will explore phonology, morphology, orthography, syntax, and semantics. In addition, participants will explore instructional methods for teaching students how words and language works.
RLIT 6320: Writing in the Reading Classroom [3‐0]
This course examines the integration of reading and writing processes in monolingual, bilingual, and multilingual contexts. Participants will explore writing development, the interconnections between reading and writing, strategies for teaching writing in K‐12 reading classrooms, and writing across the curriculum.
RLIT 6329: Literacy Assessment and Instructional Decision‐Making [3‐0]
Participants will explore and critique formal and informal assessments suitable to the monolingual, bilingual, and multilingual literacy classroom. They will learn to develop or select, administer, and interpret appropriate assessments. Participants will also learn to make instructional decisions based on the results of these assessments.
RLIT 6330: Teaching Marginalized Readers [3‐0]
Participants learn cognitive, neurological, emotional, and sociocultural reasons some students face challenges with literacy, including fluency, comprehension, and motivation. Participants explore curricular structures and instructional strategies that build on student strengths to support students in monolingual, bilingual, and multilingual contexts.
Prerequisite: RLIT 6329.
RLIT 6333 Biliteracy in the Classroom [3‐0]
This course explores how literacy develops in more than one language and how reading teachers support students’ bilingualism and biliteracy skills in reading, writing and oral language proficiency.
RLIT 6334 Contemporary Topics in Biliteracy [3‐0]
This course examines the pedagogical practices in bilingual reading and writing classrooms that position emergent bilingual, multilingual, and transnational students’ home language, knowledge, and experiences as valuable resources for literacy learning. Additionally, we will explore formal and informal policies and ideologies that privilege monolingual and monocultural practices.
RLIT 6345: Transnational and Immigrant Literacies [3‐0]
This course introduces the local and global literacy forms and practices of immigrant children, youth, and families, with special emphasis on the multilingual literacies of the U.S.‐Mexico border region. Participants will study home, family, work, and community literacies of immigrant readers and writers. Participants will compare these to the literacies expected of learners in school settings, and identify curriculum, materials, and instructional strategies to help transnational and immigrant learners succeed in school.
RLIT 6351: Adolescent Literacy and Disciplinary Learning [3‐0]
Participants will examine literacy interests and needs of adolescents, including disciplinary literacy demands and the intersections of technology and literacy. This course introduces strategies to support disciplinary reading and vocabulary learning in monolingual, bilingual, and multilingual contexts.
RLIT 7300: Thesis I [3‐0]
In this course students begin work on their thesis under the supervision of a thesis committee.
RLIT 7301: Thesis II [3‐0]
In this course students continue work on their thesis under the supervision of a thesis committee.
Prerequisite: RLIT 7300.
