Our objectives are adapted from the International Reading Association’s Standards for Reading Professionals. All of our programs are accredited by the Massachusetts Department of Education.  MCLA’s Reading coursework provides students with opportunities to develop knowledge and expertise in the thirteen areas identified as essential by the Massachusetts Department of Education (603 CMR 7.07).

The Reading Program at MCLA

• MCLA Reading Programs Brochure

The Education Department at MCLA offers literacy courses for pre-service teachers preparing for initial certification to teach in Massachusetts (early childhood, elementary, middle school and secondary licensure) as well as a Reading Program for graduate students who currently teach under an initial license and are seeking an M.Ed with a concentration in Reading or preparing for a Reading Specialist License.

MCLA’s Reading Programs are designed to support students’ growth as effective and responsive educators who are able to theorize about their own teaching and learning as well as the learning pathways of the students in their classrooms.  We expect our students to be able to research their practice using a variety of methodologies and to take leadership roles in the evolving field of literacy education.

MCLA’s Reading coursework provides students with opportunities to develop knowledge and expertise in the thirteen areas identified as essential by the Massachusetts Department of Education (603 CMR 7.07).  Our Reading coursework objectives are also guided by the International Reading Association’s Standards for Reading Professionals. The courses are designed to prepare teachers to support literacy at all levels of schooling and they address the following broad categories of knowledge:

FOUNDATIONAL KNOWLEDGE: Students will develop knowledge of the foundations of reading and writing processes and instruction, including:

• psychological, sociological, and linguistic foundations of reading and writing processes and instruction
• reading and research and histories of reading
• language development and reading acquisition and the variations related to cultural and linguistic diversity
• the major components of reading (phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading

• language structure and linguistic theory
• literacy acquisition and development for native and non-native English speakers
• child and adolescent development as it relates to literacy
• a variety of perspectives on the nature of teaching and learning
• the socio-cultural contexts of schooling; and the diverse nature of classrooms.

ASSESSMENT STRATEGIES: Students will develop knowledge of a variety of assessment tools and practices to plan and evaluate effective instruction, including:

• assessment tools and practices that range from individual and group standardized tests, informal assessment strategies and technology-based assessments
• effective use of assessment information to plan, evaluate and revise effective instruction to meet the needs of all students

INSTRUCTIONAL PRACTICES: Students will develop expertise in a wide range of instructional practices  and curriculum materials to support literacy instruction, including:

• phonemic awareness and phonics instruction
• reading fluency, accuracy and comprehension
• the ability to select a wide range of curriculum materials for learners at different stages of literacy development including quality children’s and adolescent literature
• the appropriate use of technology to support learners at different stages of development and from different cultural and linguistic backgrounds
• curriculum and pedagogy that enhance literacy in the content areas, foster integrated content area approaches and accommodate student diversity

COLLABORATION: Students will:

• view professional development as a career-long effort and responsibility
• work with colleagues to observe, evaluate, and provide feedback on each other’s practice
• develop the ability to work effectively with others, including colleagues and parents
• develop sound consultation techniques that enhance their ability to work both as leaders and as team members