The online Reading and Literacy Instruction program prepares program candidates to use scientific, research-based practices in curriculum, instruction and assessment for general and specialized education across  grades PreK-12.  The program emphasizes a comprehensive approach to learning that integrates cognitive, neuroscientific, and educational research with a focus on the Science of Reading. Program candidates learn a structured literacy approach to teaching reading, writing, and spelling through direct, explicit, systematic, cumulative, diagnostic, and multi-modal practices. Online instructor-led learning experiences include frequent collaboration, guided inquiry and deliberate practice.

The Reading and Literacy Instruction Program provides:

• A deep preparation in the structures of language, oral language, phonemic awareness, phonics, spelling, syntax, vocabulary, morphology, text comprehension, written expression, and fluency
• Experiences in developing skills to serve in leadership, coaching, and intervention roles
• The acquisition of knowledge of assessments, curricula, and instructional planning for students with specific learning disabilities, including dyslexia, related disorders of reading and written language, and for second language learners
• The development of expert level ability to analyze and synthesize educational research to determine what research is reliable and valid
• Deliberate practice in all courses of study that respects universal design for learning inclusive practices, cultural and linguistic diversity, and backward design
• Orton-Gillingham training

Program Requirements

The Ed.S: Reading and Literacy Instruction concentrations require completion of 39 credit hours.  The concentration leading to licensure requires a practicum and seminar experience to meet degree requirements.  Students in the non-licensure concentration will take electives in place of the seminar and practicum experience.   

Additional Program Information

Title II of the Higher Education Act

Title II (Section 207 of the Higher Education Act) requires that institutions with teacher preparation programs that enroll students receiving federal financial assistance prepare annual reports on teacher preparation and licensing. The full report is distributed with admissions materials and is also available upon request.

Bay Path Pass Rates on the Massachusetts Tests of Educator Licensure (MTEL), 2023-2024

Pass rates are based on the 2023-2024 cohort of students who completed their licensure requirements during that year. These students are designated as program completers:

• Number of Program Completers = 72
• Pass Rate on the MTEL = 100%

Students must select one of the following concentrations:

Graduates of the MSEd or EdS in Reading and Literacy Instruction are expected to demonstrate achievement in all areas of the program. Specifically, graduates will be able to demonstrate knowledge and understanding of the following:

• Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.
• Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
• Family and Community: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
• Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
• Reading Specialist Licensure Subject Matter Knowledge Guidelines (SMK): set forth the subject knowledge expectations for teachers in Massachusetts to ensure that educators teaching reading have sufficient content knowledge to support their students.
• International Dyslexia Association Knowledge and Practice Standard for Teachers of Reading (KPS): set forth the knowledge and skills that all teachers of reading are expected to possess to advance students’ reading and writing profiles from a Structured Literacy Approach in the classroom, remedial, and clinical setting.