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Our advanced Literacy Education program is for individuals who already hold, or are
on track to soon hold, initial New York State teacher certification. This program
is NOT for individuals who are looking to obtain initial certification to teach.
To apply, click here.
If you are not yet certified and would like to be, check out our initial programs here.
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ßÙßÇÂþ»â€™s advanced (in-service) programs in literacy education lead
to a Master of Science in Education (MSEd) and eligibility for New York State teaching
certification in Literacy All Grades.
This program is now offered online, with courses held in the fall, spring and summer
to accommodate both full-time and part-time students. .
The program in literacy education provide academic study and supervised field experiences and internships at the elementary and secondary school levels for students holding New York State
initial certification in early childhood education, childhood education, special education,
(or speech/language), ESL or a grade 7-12 academic subject. Individuals are prepared
to assume leadership roles as competent and qualified literacy teachers, specialists
and consultants.
Students must complete the degree within five years of matriculating in the program
and must earn a cumulative average of a B or better to graduate. See also: Graduate School Academic Policies.
Connect with a Member of our Admissions Team
- General Inquiries: If you are interested in learning more about one of our programs, please contact
tlel@binghamton.edu.
- Application Process or Transcript Review: To learn more about the application process or a transcript review, please contact
our Interim Director of Admissions and Recruitment, Christina Mack.
- Application Requirements and Instructions: Learn more about application requirements and instructions here.
- Start Your Application Today: Start your .
Program requirements
This program requires a minimum of 30 credit-hours. Students who have completed some
program requirements prior to matriculation may take other appropriate courses as
electives with the advisor's approval.
Culminating paper/project requirements
In addition to coursework, a final culminating scholarly paper or project is required
for this degree. This scholarly paper is on a literacy issue, trend, or topic of the
student’s choice prepared at a level appropriate for publication in a professional
journal for an audience of peers. It should be persuasively written and include evidence
from theory and research and may include an action research project.
Required courses
In addition to LTRC 594, students across literacy programs will complete the following
required courses.
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LTRC 506 - Early Lang & Emerg Ltrc
Examines language development and delays from infancy through early childhood,
including relationships between receptive and expressive language and between language
development and early literacy (from awareness of and interest in print to reading
and writing). Students will examine instructional strategies to strengthen children's
early language and literacy learning. Offered: semester offered varies. 3 credits.
Levels: Graduate, Undergraduate
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LTRC 513 - Lang Acq & Lit Instr for ELL
This course focuses on the principles of second language acquisition and its application
for elementary, middle, and high school teachers to effectively teach English language
learners (ELLs) in K-12 classrooms. Instructional strategies that are adapted to promote
the language and literacy development of ELLs will be highlighted. Fieldwork for this
course is a minimum of 5 hours. Offered: semester offered varies. 3 credits.
Levels: Graduate, Undergraduate
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LTRC 515 - Curr Resrch/Pract Litrcy Instr
This course provides an overview of current literacy research and practices in
the elementary and middle schools. Topics include theories of reading process/literacy,
reading and writing skills and strategies, programs and methods of instruction, standards
and assessments, content area literacy, diversity, and the new literacies of information
and communicative technology (ICT). Students will design and conduct an inquiry-based
study. Offered: semester offered varies. 3 credits.
If Fall admit, LTRC 515 is to be take in the first semester. If a Spring admit, LTRC
515 is to be taken in the second semester.
Levels: Graduate, Undergraduate
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LTRC 516 - Inst Methods Tchg RNDG & WRTNG
This course provides an overview of instructional methods for teaching reading
and writing and the integration of language and literacy. Emphasis will be placed
on planning for literacy instruction, reading and writing connections, evidence-based
instructional methods, standards, assessments, and diversity. Fieldwork for this course
is a minimum of 5 hours. Offered: semester offered varies. 3 credits.
Levels: Graduate, Undergraduate
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LTRC 517 - Texts, Tools, and Culture
This course focuses on how educators can implement diverse texts as tools to promote
students’ literacy and identity development as culturally and globally oriented
learners in a new era. Grounded in multimodality, semiotics, and new literacy theories,
it discusses multiple texts including popular media, multicultural literature, and
technology. The course embraces the broader concept of text that goes beyond the
canonical and printed text. Fieldwork is required. Offered: semester offered varies.
3 credits.
Levels: Graduate, Undergraduate
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LTRC 518 - Literacy Assessment & Teaching
This course develops competence in administering, analyzing, and critiquing both
formal and informal literacy assessments, and using this information to provide appropriate
instruction to struggling learners. It is offered for classroom teachers, reading
teachers, and special education teachers. During the first hour teachers tutor children
in grades 2-5 with a focus on developing reading comprehension, vocabulary, and writing
skills through targeted assessment. Each teacher prepares a case report on a child/children
and a portfolio of classroom assessment and teaching tools. Fieldwork required weekly
or according to a schedule established by the instructor. Offered: semester offered
varies. 3 credits.
Levels: Graduate, Undergraduate
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LTRC 519 - Disciplinary Literacy
This course is designed to assist content area teachers in developing a full picture
of adolescent literacy and understanding the literacy demands of content area courses.
Teachers will learn about theoretical models of adolescent development and the role
of literacy in learning in the 21st century. Teachers will study classroom practices
that help diverse students connect new information to prior knowledge, use knowledge
of vocabulary and text structure to support comprehension, use writing to deepen understanding
of and communication about their content, and use multiple forms of literacy to enhance
learning. Teachers will design and prepare materials to use in their own subject area.
Fieldwork is required as per the syllabus. Offered: semester varies. 3 credits.
Levels: Graduate, Undergraduate
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LTRC 522 - Admn, Org & Supvr of LTRC Prog
This course examines the organization, development, implementation and improvement
of literacy programs in Pre-K-12 schools at classroom, building, and district levels.
Special emphasis is placed on school-based management, curriculum development, and
the role of the literacy specialist. Prerequisite coursework in literacy is highly
desirable. Offered: semester offered varies. 3 credits.
Levels: Graduate, Undergraduate
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LTRC 592 - Internship EC & Elem Literacy
Supervised field experience in both early childhood and elementary settings which
includes opportunities for practice, demonstration, self-evaluation and validation
of competencies gained in the literacy program to provide: (1) opportunity for planning,
feedback and evaluation for the collaborative and congruent role with teachers, with
input from both peers and faculty, and (2) opportunity to develop skills and strategies
for the leadership and consulting role with parents, teachers and other school and
community personnel. Offered: semester offered varies (as needed). 3 credits.
Levels: Graduate, Undergraduate
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LTRC 594 - Seminar in Literacy
Seminar to be taken in conjunction with practicum experience (LTRC 592 or LTRC
593). The seminar will include discussions, readings, and activities related to the
practicum experience, and will provide a place for students to critically reflect
on the Practicum experience. Early in the semester, readings will be chosen depending
upon student goals and needs. The seminar will also serve as a place for students
to receive feedback and support related to the capstone projects: Critical Reflective
Essay and Scholarly paper. Offered: semester offered varies (as needed). 3 credits.
Levels: Graduate, Undergraduate
Students enrolled in teacher preparation programs must earn at least a B- in all courses
to progress to subsequent semesters.
Request more information on our Literacy Education Degree (MSEd)
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