MA in Curriculum & Instruction: Reading Instruction & Literacy Leadership track
We are now accepting new students for fall 2025 in the Reading Instruction and Literacy Leadership MA track, formerly called Literacy Education. Graduates of this newly updated track are eligible to apply for the State of babyÖ±²¥app's Reading Specialist K-12 endorsement.
The Master's in Curriculum & Instruction supports educators who are interested in developing greater understanding and expertise in the teaching and learning of two areas: Reading Instruction & Literacy Leadership and Math & Science. The programs prepare students to understand the complexities of classroom contexts and teaching practice in relation to education goals of equity, democracy, and justice.
The Reading Instruction and Literacy Leadership Track supports teachers who seek to expand their knowledge in reading instruction and assessment for students experiencing reading difficulties in K-12 classrooms. Our coursework integrates the latest research and evidence-based practices in the reading field, as well as innovations in digital media literacy and technology integration in literacy instruction, assessment, and intervention.
Course projects and resources include the evaluation of educational materials and resources (such as children’s and young adult literature, digital apps, digital texts, and generative AI tools and platforms), analysis of literacy assessments and their implications for instruction within the Multi-Tiered System of Supports (MTSS) framework, and examination of equity-oriented practices that are inclusive and affirming of students’ identities, backgrounds, and needs.
Program Requirements
Students must successfully complete 30 credit hours of approved coursework while maintaining at least a B (3.0) average in all work attempted while enrolled.
Students will take their required track coursework over their first two years (for total of 18 credits), with one required course in Special Education in their third year (3 credits), and three electives to complete on their preferred schedule. All reading coursework (18 credits) is offered in the online/remote modality, which indicates the course is delivered fully online, with synchronous/remote activities (like video conferencing meetings on a weekly basis) and asynchronous/online activities that students can complete at their own pace.
Students can complete the MA program (30 credits) in about three years, depending on workload and ability to enroll in electives. Students will be expected to enroll in two summer courses following their first year of courses (fall-spring), so that they can complete all their reading courses before taking EDUC 5285 (the last course in the reading sequence). In EDUC 5285, students prepare their program capstone project, the graduation requirement to complete this degree.
Year 1 Fall
EDUC 5245 Foundations of Reading Instruction K-12 (3 credits, remote/online modality)
In this course, MA students build and expand their understanding of the five pillars of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. They will expand upon in-depth and up-to-date knowledge about the Science of Reading and the Science of Teaching Reading, as well as the language comprehension and word recognition strands that are woven into skilled reading.
Year 1 Spring
EDUC 5255 Digital & Disciplinary Literacies (3 credits, remote/online modality)
In this course, MA students will analyze current technology integration practices in literacy instruction, and their impact on the building, expanding, and transformation of disciplinary literacies: the situated and specific literacy practices necessary to engage in a particular discipline or content area. We will explore the intersections between digital literacies and new media, knowledge building, and project-based inquiry perspectives when children and youth read texts in the content areas of literature, science, and social studies.
Year 1 Summer
EDUC 5220 Curating and Evaluating Reading Materials (3 credits, remote/online modality)
In this course, MA students will explore how educators can curate, evaluate, and use different literacy materials for reading and other classroom instruction. Of particular focus will be children’s and young adult literature, decodable books, trade books, and non-traditional texts (e.g., web resources) spanning fiction and nonfiction genres. Attention will be given to texts’ written and illustrative quality, cultural relevance and authenticity, and the impacts of these on readers’ development and interest.
EDUC 5265 Processes and Skills of Writing (3 credits, remote/online modality)
In this course, MA students examine processes that writers use from early ages to maturity by investigating current research related to writing curriculum, instruction, and policy. Includes opportunities for students to engage in inquiry related to writing curriculum and instruction in K-12 classrooms. This course will also examine the ways in which the Science of Reading and Writing can be incorporated into writing pedagogy models.
Year 2 Fall
EDUC 5275 Diagnostic Reading Assessment & Intervention (3 credits, remote/online modality)
Requires a prerequisite course of EDUC 5245 (minimum grade C-).
In this course, students develop the concept of reading assessment and evaluation for diagnostic purposes, in order to identify supports for students experiencing reading difficulties and to design reading intervention within an MTSS model. Students explore how factors such as psychological, cognitive, and sociocultural perspectives, educational policies, community and school practices, and curricular and teacher expectations influence assessment (data that are collected) and evaluation (interpretive decisions about assessment data).
Year 2 Spring
EDUC 5285 Literacy Coaching & Leadership (3 credits, remote/online modality)
Requires a prerequisite course of EDUC 5275 (minimum grade C-)
The objective of the course is to extend, synthesize, and apply learning gained throughout the program, and to engage participants with advanced topics in literacy, particularly those related to reading interventions and instructional leadership. In addition, many opportunities are provided for demonstrating and evaluating quality small-group and whole-class literacy lessons.
Year 2 Summer
Elective Course 1 (3 credits)
Elective Course 2 (3 credits)
Year 3 Fall: Additional Required Courses
EDUC 5465 Introduction to ESL/Bilingual and Special Education (3 credits, remote/online modality)
Provides students with the fundamental information of ELD, bilingual and special education, including theories, assumptions, philosophies, and paradigms of bilingual and special education. Discusses successful teaching techniques and instructional approaches, including individualization, least restrictive environment, transition, and career education.
Year 3 Spring
Elective Course 3
Elective Coursework & Transfers
In consultation with their program advisor, students will select three elective courses to be completed on their preferred semester and schedule within the program. These elective courses must be at the graduate level (5000-level or higher), and can be taken within the School of Education or in other academic units (e.g., Cognitive Science; Psychology and Neuroscience; Linguistics; Speech, Language, & Hearing Science; Computer Science).
If a student completed graduate credits from an accredited university in reading-related topics, they may explore possible course transfer with their advisor to meet the elective course requirements. However, course transfer is not guaranteed, as it must be approved by the Graduate School, and it can only be requested after completing 6 credit hours in the degree program.
Admissions Requirements
- A Personal Statement describing your experiences and career goals related to your teaching experience, reading instruction, and literacy development
- Resume or CV including teaching experience and any licensure and teaching endorsements
- 3 Letters of Recommendation
- Unofficial Transcripts (official transcripts required after admission)
- Application Fee ($60 domestic application/$80 international) along with the application
Admission to all our graduate programs is competitive and based on multiple criteria, including undergraduate academic record, letters of recommendation, personal statement, evidence of special accomplishments, and relevant past experience. Criteria are considered in the aggregate. Candidates from historically underrepresented groups are especially encouraged to apply. For more information, contact edadvise@colorado.edu.
Deadlines
- Fall & Summer Application Deadline: January 15, international
- Fall & Summer Application Deadline: February 1, domestic
More information about courses and program requirements to be updated to soon; please .
Designed for Working Educators
After fulfilling requirements set by the babyÖ±²¥app Department of Education, graduates of this Master's program are eligible to apply for the sought-after State of babyÖ±²¥app .
Designed for babyÖ±²¥app educators who work full-time while taking graduate-level courses part-time, course experiences aim to support educators in direct application of course content into their classroom teaching during the school year (fall-spring), with opportunities for reflection and redesign through summer courses that analyze literacy instructional practices and materials in more depth.
While this is not a fully online program, six reading sequence courses are offered online. Elective coursework and one required course may be offered in different modalities (in-person, hybrid, remote, or online).
