Master of Science in Reading Education

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Inspire the next generation of learners.

Bring the latest language acquisition and reading comprehension approaches into your K-12 classroom, and give your students the keys to their future success. Earning your M.S. in Reading Education 100% online from St. Thomas University will give you the expertise necessary to help students overcome obstacles to becoming lifelong learners.

Our 30-credit Reading Education master’s program can be completed in just 12 months, including a supervised field practicum. Licensed teachers in the State of Florida automatically receive the Reading Education endorsement upon completion of this degree (no additional exams required). This program may also meet requirements for certification as a Reading Specialist or Literacy Coach in other states; check with your state for these requirements. Every course is also delivered through a user-friendly online learning system featuring reliable 24/7 access.

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The expected outcome of the M.S. in Reading Education from St. Thomas University is to prepare you for a rewarding career as a Reading Support Teacher*, Literacy Coach or school-wide Literacy Coordinator.

  • Analyze the core cognitive processes behind language acquisition and reading comprehension
  • Apply different assessment tools to evaluate student reading ability
  • Identify and diagnose reading or writing difficulties using evidence-based methods
  • Design curriculum and learning interventions that address individual reading or writing difficulties in diverse student populations


*Florida certification in Reading requires a master’s degree. If you teach in a state other than Florida, determine the requirements associated with the Reading Specialist in your state.


St. Thomas University’s M.S. in Reading Education is a 30 credit-hour online degree program. Courses are five weeks in length, and the time to degree completion is approximately 12 months.

M.S. in Reading Education Course Sequence (30 credit hours)

Theory and Foundations of Effective Reading and Language Instruction (3)
This course provides a theoretical and practical framework for understanding issues related to teaching reading. It addresses theories and models of reading and focuses on the application of this knowledge to literacy instruction for all learners. This course provides students with knowledge of language structure, function, and cognition for each of the 5 major components of reading and is based on the Florida Reading Endorsement Competencies and IRA standards. This course will target the recent research and best practices for instruction in culturally responsive literacy approaches.

Psychological Foundations of Education (3)
An intermediate course designed to apply psychological theories and principles of learning and development to teaching and student learning in career areas related to education. Challenges of diversity and teacher effectiveness are emphasized.

The Reading Process in the Content Area (3)
This course centers on strategies and techniques for improving students’ reading and studying in the content areas. It focuses on the development of literacy and language stages and remedial reading and writing and study skill strategies, strategies and materials for vocabulary development, comprehension, and content area concepts, and evaluation of content area instruction in multicultural settings.

Techniques of Remedial and Corrective Reading (3)
This course is designed to prepare students to select and implement research-based strategies in the prevention and remediation of reading and language difficulties. It centers on the five major components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension).

Content Methods of Teaching Language Arts (3)
This course provides students opportunities to learn and demonstrate skills in current practices of Language Arts instruction (K-12). Emphasis is placed on the use of technology to teach the four basic components of Literacy: Reading, Writing, Speaking, and Listening. The diversified curriculum is based on current research in teaching elementary language arts that responds to national and state competencies and standards.

Educational Measurement (3)
This course introduces teachers and educational leaders to elements of assessment that are essential to good teaching. It provides students with an understanding of the role of assessment in the instructional process. Students will learn how to construct effective test questions that are aligned with learning objectives and how to evaluate published tests and properly interpret scores of standardized tests as well as how to make appropriate modifications for ESOL students.

The Processes of Reading Comprehension (3)
This course is designed to provide an overview of the nature of reading and the theoretical processes of reading comprehension. It will consist of research, theory and implications for practice in which components of a comprehension reading program are modeled and demonstrated. Students will make decisions about the instructional strategies for the diverse needs of learners in grades K-12 as they explore current issues in comprehension research and instruction to enable teachers to become more proficient in the teaching of reading.

Children’s Literature and Multimedia in the Classroom (3)
Students enrolled in this course will research and learn the various genres of Children’s and Adolescent Literature by means of the Internet and through traditional means (e.g., texts, journals, classroom instruction, etc.). In addition, students will have opportunities to learn the use of various media for the teaching of Children’s and Adolescent Literature (e.g., the computer, video, photography, etc.).

Assessment and Diagnosis of Reading Difficulties (3)
This course is designed to prepare students to select, administer, and interpret reading assessments with an emphasis on prevention, identification, and remediation of reading difficulties. More specifically, students will implement and interpret assessment of the five major components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension), and language development and will help to screen, diagnose, and monitor student progress. Students will also identify effective strategies to address needs of at-risk students.

Reading Practicum (3)
This is a supervised practicum for applicants to obtain practical experience as a reading professional to gain strategic knowledge to improve the literacy performance of a student(s). This course will focus on administration and interpretation of assessments in both literacy and language skills, and the implementation of instructional strategies and materials-based empirical research on literacy and language for the prevention and remediation of reading difficulties.


If you hold a valid teaching license from your state, you may be eligible to apply for a reading endorsement at the successful completion of the M.S. in Reading Education from St. Thomas University. Check with your state teacher licensing agency for its requirements.

The candidate completing this program is eligible to apply for a Florida Temporary Certificate in Reading. The applicant must be employed as a Florida educator and have his/her fingerprints processed and cleared to have the Temporary Certificate issued.


With an M.S. in Reading Education from St. Thomas University, you can help fill the growing need for qualified Reading Specialists in K-12 schools and literacy organizations across the country. The following are just a few of the careers you can pursue with your master’s degree:

  • School-wide Reading Specialist
  • School-wide Literacy Coach
  • Reading Curriculum Developer
  • Literacy Program Director for Nonprofit Organization
  • Reading Consultant or Tutor
  • Reading Advisor to Textbook Publishers

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