BIRTH - GRADE 6

&

GRADE 5 - 12

New Literacy Instruction Brochure pdf

Literacy abilities are the foundation of contemporary K-12 schooling and for most current careers, yet many students struggle to attain the expected literacy benchmarks. Even though many dedicated educators have guided students in acquiring strong literacy skills, students still need more effective literacy teachers to help them reach these achievement goals. To this end, Niagara University’s master’s degree program in literacy instruction includes the most current theory and practice in literacy education, and is designed to develop highly qualified literacy educators who can guide K-12 students to excellence in literacy. Graduates will be qualified for New York state initial certification as reading specialists leading to professional certification.

WHO IS THE PROGRAM DESIGNED FOR?

The 37 credit-hour degree program is registered with the New York State Department of Education and is designed for initially certified teachers. Course offerings will be cycled so that a candidate may complete all work at an expedited pace or pursue the degree over a longer period of time while holding a full-time teaching position.

TEACHER CERTIFICATION

The literacy program leads to initial/professional reading specialist certification (birth – grade 6, or grades 5 – 12). Candidates must hold a teaching certificate in early childhood, childhood, middle childhood, or adolescence education to be admitted; and therefore, may use this degree to satisfy the requirements for professional certification in these areas.

LITERACY PRACTICUM

Candidates may complete the literacy practicum in their own classroom as long as they demonstrate the requisite hours of literacy instruction and work with a mentor who is certified as a reading specialist. The practicum can also be completed in a reading specialist’s classroom.

GOALS OF THE PROGRAM

• Support teachers in applying the principles of effective literacy instruction to all learners.

• Empower teachers to address a variety of literacy strengths and needs in both traditional and inclusive classrooms with learners of diverse cultural, ethnic, linguistic, racial, and social backgrounds.

• Enable teachers to identify learners with literacy difficulties through appropriate assessments, early intervention and curricular adaptation.

• Build capacity in teachers to analyze the social and political context in which literacy instruction takes place in order to understand and influence paradigm shifts and policy decisions.

• Prepare teachers to address the unique relationship of reading with writing and the instructional implications of this relationship.

• Build capacity in teachers for understanding and interpreting outstanding contemporary and classical works of children’s literature and the means for introducing them to children.

• Provide teachers with experience in interpreting and critiquing both
print and electronic research reports related to literacy.

Advisors: 
Dr. Robin Erwin - rerwin@niagara.edu - 716-286-8551

Dr. Chandra Foote - cjf@niagara.edu  - 716-286-8549