LITERACY EDUCATION PROGRAMS (M.S., M.Ed., Ed.S., Ph.D.)

The Master of Education, Educational Specialist, and Doctor of Philosophy programs in the
Literacy, Language and Culture Program provide practicing teachers and advanced professionals
in literacy and related areas with the opportunity to explore current issues of literacy research
and instruction with nationally and internationally recognized faculty in an atmosphere that
encourages discussions and inquiry. While Maine is a national leader in many measures of
literacy achievement in schools, changing global needs require continual examination and
implementation of best literacy practices. Coursework, with faculty who have extensive
experience with schools and public school students, balances theoretical and practical issues to
inform and change literacy practices. Because all literacy courses require on-going practical
classroom experiences, applicants seeking admission to graduate courses and programs in
literacy should normally have a minimum of two years of successful teaching experience.

Application for admission is conducted online through the Graduate School and requires three
letters of recommendation, a statement of intent, Miller’s Analogy Test scores for Master’s
students (waived for students whose undergraduate GPA was 3.0 or higher), and GRE scores for
Ph.D. students, transcripts from all previous institutions and the application fee.  

Interested applicants are encouraged to contact a faculty member in the Literacy, Language and Culture
Program prior to application to address any questions and for assistance in selecting the most
appropriate program for the applicant’s goals.
Master’s programs in literacy are sometimes offered to cohorts in various sites around the state.

Master’s Programs in Literacy

M.Ed. in Literacy Education (33 credits)
The M.Ed. in Literacy Education is designed to further elementary and secondary teachers’
knowledge of literacy theories, practices, and research. Applicants should normally hold
certification in either elementary or secondary education and have a minimum of two years of
successful teaching experience. The M.Ed. in Literacy Education does not lead to Maine
certification. The M.Ed. in Literacy Education program has a required core of 15 hours of
coursework. To fulfill elective requirements, students consult with their advisor to identify
appropriate courses.
Required Core Courses:
(15 credits)
EHD 510 Introduction to Educational Research (3 credits)
ERL 517 Literature for Children or ERL 518 Literature for Young Adults (3 credits)
ERL 540 Writing in Schools and Colleges (3 credits)
EEL 561 Literacy Processing I (3 credits)
EEL 562 Literacy Processing II (3 credits)
ERL 601 Seminar in Reading (3 credits)
Elective Requirements for Elementary Teachers:(18 credits)
ERL 534 Literacy and Language Development (3 credits)
ERL 553 Assessment in Literacy (3 credits)
Electives: 15 additional credits. Three of five courses must be in Literacy. The remaining
electives may come from any college or university program.
Elective Requirements for Secondary Teachers:(18 credits)
Three of six courses must be in Literacy. The remaining electives may come from any
college or university program, including English.
Contact:
Elementary Focus: Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu)
Secondary Focus: Dr. Rich Kent (richard.kent@maine.edu)
The M.Ed. program in Literacy Education also offers the following concentrations: Literacy
Specialist, and Individualized.

M.Ed. in Literacy Education (Literacy Specialist Concentration) (39 credits)
The M.Ed. in Literacy Education (Literacy Specialist Concentration) leads to Maine certification
as a Literacy Specialist, K-12. Applicants must hold certification in either elementary or
secondary education and have two years of successful teaching experience. The program is
designed to reflect the International Reading Association’s 2010 Standards for Reading
Specialist/Literacy Coach competencies in the areas of literacy acquisition, assessment,
individual learner and program evaluation and development, and literacy leadership. The
program is rigorous and tightly scheduled, with few choices. As such, applicants are encouraged
to speak with an advisor early in the process to prepare a course plan.
Literacy Specialist Program Requirements include:

EHD 510 Introduction to Educational Research (3 credits)
ERL 517 Literature for Children or ERL 518 Literature for Young Adults (3 credits)
ERL 534 Language and Literacy (3 credits)
ERL 537 Literacy Across the Curriculum (3 credits)
ERL 540 Writing in Schools and Colleges (3 credits)
EEL 561 Literacy Processing I (3 credits)
EEL 562 Literacy Processing II (3 credits)
ERL 553 Literacy Assessment (3 credits)
ERL 569 Clinical Practices (6 credits)
EEL 652 Intervention Designs for Struggling Learners I (3 credits)
EEL 653 Intervention Designs for Struggling Learners II (3 credits)

Contact:

Dr. Susan Bennett-Armistead (susan.bennett-armistead@maine.edu)
Individualized Concentration in Literacy, Language and Culture (33 credits)
The individualized concentration in the M.Ed. in Literacy Education offers students with the
opportunity to focus on Writing and the Teaching of Writing as a low-residence option. The
course of study is planned in consultation with a faculty advisor and includes online academic
year courses and on-campus summer options. The program also includes an online practicum
guided by a writing mentor.

Required Courses:

ERL 590 Maine Writing Project Summer Institute (3 credits)
ERL 544 Digital Writing in Classrooms (3 credits)
ERL 540 Writing in Schools & Colleges (3 credits)
ERL 541 Writing and the Teaching of Writing (3 credits)
ERL 590 Special Topics in English Language Arts: Seminar in Fiction (3 credits)
ERL 590 Special Topics in English Language Arts: Seminar in Crafting Story (3 credits)
or
ERL 590 Special Topics in English Language Arts: Seminar in Memoir (3 credits)
EHD 657 Writing Practicum (3 credits)

Plus additional electives (3 credits)
Contact:
Dr. Rich Kent (richard.kent@maine.edu)
See MaineWritingProject.org

Ed.S. in Literacy

The Education Specialist Program in Literacy Education (30 credits)
The College of Education and Human Development’s Education Specialist programs provide
students with a cohesive program of professional development beyond the master’s level. The
program of study is individually planned by the student and their advisor. A minimum of 30
semester hours of work beyond the masters level is required to earn the Ed.S. Candidates must
complete a minimum of 12 semester hours in professional education coursework at the 500-
and/or 600-level at the University of Maine.  A master’s degree in Literacy Education or a
closely related field is required for admission to the program.

Ph.D. Program in Literacy Education

The Ph.D. program in Literacy Education is designed for individuals exhibiting leadership in
literacy, such as curriculum development, teacher research, publishing, professional
presentations, and theoretical research. It prepares candidates for academic positions in
universities, positions in administration and supervision of literacy programs at the local, state
and federal levels, textbook and other kinds of publishing endeavors, and employment in various
departments of government. Each candidate’s program is individually developed based on the
student’s background, goals and objectives, and the requirements of the degree. A primary
function of the Ph.D. program is to develop competency in diverse educational research
strategies as a significant means of advancing knowledge. Applicants must interview with the

faculty in the Literacy, Language, and Culture Program, and must provide evidence of successful
teaching experience, a record of professional leadership and responsibilities, and samples of
professional writing. Application information is available from the Graduate School. For
additional information about the program, please contact Dr. Susan Bennett-Armistead
(susan.bennett-armistead@maine.edu).

Program of Study for the Ph.D. in Literacy Education

The Ph.D. program consists of five components: required coursework, coursework in research
methodologies, elective coursework, practica experiences, and the dissertation. Specifically:
1. Literacy Coursework (minimum 15 credit hours). At least four seminars (ERL 590) must
be completed at C.A.S./doctoral level. It is normally assumed the student is a recent
graduate of a literacy master’s degree program. For students with different backgrounds,
a core of at least 15 credits of prerequisite literacy master’s degree coursework may be
required.

2. Research Methods (minimum 15 credit hours). Students are required to complete a
minimum of 15 hours selected from courses such as the following in consultation with
their doctoral program committee (e.g., EDG 595; EDS 521/EDS 522 Statistical Methods
I and II); EDS 571/EDS 572 Qualitative Methods; Dissertation Pilot Course or other
approved research coursework within the Literacy, Language, and Culture Program area).

3. Elective Coursework (minimum 12 credit hours typically outside of the Literacy,
Language, and Culture Program area).

4. Practica Coursework. Students must complete either EDG 657 (Educational Practicum)
or EDU 690 (Methods of College Teaching).

5. Dissertation Research. EDS 699 Graduate Thesis (minimum 6 credits).

Special Programs in Literacy

Reading Recovery® and Comprehensive Literacy Interventions
(For further information, call the University Training Center for Reading Recovery and
Comprehensive Literacy (207) 581-2493.)
The College of Education and Human Development is a nationally-affiliated Reading Recovery
Training Center, providing initial training and ongoing professional development for teacher
leaders and teachers, as well as ongoing support for implementation at affiliated Reading
Recovery sites. Interested applicants must have the involvement of the superintendent and school
board in order to apply for Teacher Leader or Teacher Training. Reading Recovery coursework
may be applied to graduate programs if approved by one’s faculty advisor.

Courses for Reading Recovery teacher training consist of 2 courses spanning a school year:
EEL 598 Reading Recovery Teacher Training I (3 credits)
EEL 599 Reading Recovery Teacher Training II (3 credits)

Courses for Literacy Lessons™ teacher training (Special Education and ELL) consist of 2
courses spanning a school year:
EEL 596 Literacy Lessons™ Teacher Training I (3 credits)
EEL 597 Literacy Lessons™ Teacher Training II (3 credits)

Teacher Leader training requires a year-long training of 24 graduate credits, including:
EEL 655 Seminar: Issues Related to Reading Recovery Theory and Practice (3 credits)
EEL 656 Seminar: Issues Related to Reading Recovery Theory and Practice (3 credits)
EEL 657 Reading Recovery Internship I (3 credits)
EEL 658 Reading Recovery Internship II (3 credits)
EEL 659 Reading Recovery Practicum I (3 credits)
EEL 660 Reading Recovery Practicum II (3 credits)
and additional coursework in literacy interventions.

The Reading Recovery Training Center also provides initial training and support for a portfolio
of literacy interventions for teachers of grades PreK-12 in instructional Tiers I to IV of a
comprehensive literacy model.

Courses offered on campus or in affiliated Reading Recovery sites include:
EEL 561 Literacy Processing: Exploring How Students Learn to Read and Write I (3
credits)
EEL 562 Literacy Processing: Exploring How Students Learn to Read and Write II (3
credits)
EEL 563 Literacy Processing in Middle and High School Settings I (3 credits)
EEL 564 Literacy Processing in Middle and High School Settings II (3 credits)
EEL 565 Small Group Interventions for Middle and High School Students I (3 credits)
EEL 566 Small Group Interventions for Middle and High School Students II (3 credits)
EEL 596 Literacy Lessons™ Teacher Training (3 credits)
EEL 646 Dyslexia Studies Within a Literacy Processing Framework I (3 credits)
EEL 647 Dyslexia Studies Within a Literacy Processing Framework II (3 credits)
EEL 652 Intervention Designs for Struggling Learners I (3 credits)
EEL 653 Intervention Designs for Struggling Learners II (3 credits)

For further information, go to https://umaine.edu/maineliteracy .
Maine Literacy Partnerships in Comprehensive Literacy (MPCL)
Maine Partnerships in Comprehensive Literacy (MPCL) at the University of Maine (UMaine) is
a PreK to grade 12 Tier I continuous school improvement model. The model is dedicated to
increasing the academic achievement of all students through on-going professional development
for educators. Literacy achievement is the tool used for measuring school improvement in four
related areas: student learning, teacher perceptions, school climate, and school processes.
MPCL affiliated schools establish a partnership with the University Training Center (UTC) at
UMaine to creating a system for successful literacy education. This commitment includes the:
Training and support of a literacy coach within the school.
Collection of data to monitor the progress of every student.
Provision of safety nets for at-risk students.
Development of a school leadership team.
Establishment of a long-term professional development plan that includes every teacher.

Interested MPCL coach applicants must have a Master’s degree and secure the approval of the
building principal and district superintendent. MPCL coach coursework requires a yearlong, 9
credit course of study provided by the MPCL Trainer, including EEL 580/581 Theoretical
Perspectives within MPCL Coaching I and II, and EEL 582/583 Clinical Practices in MPCL
Coaching I & II. A subsequent coaching class, EEL 585 Reflective Practice in MPCL Coaching
is offered on a regular basis.
The MPCL coach provides on-going professional development for teachers at the school site,
while the school team oversees and monitors the learning of all students. University of Maine
graduate courses are taught at the school level by the MPCL coach. These courses include EEL
553/554 Literacy Teaching and Learning I and II; EEL 552 An Exploration of Writers
Workshop in PreK-12 Classrooms; EEL 554 An Exploration of Readers Workshop in PreK-12
Classrooms; EEL 556 An Exploration of Language Workshop in PreK-12 Classrooms.

The school and coach maintain a partnership with the MPCL Trainer for on-going professional
development and implementation support.  For further information, go to
https://umaine.edu/maineliteracy.

National Writing Project

The Maine Writing Project is one of 200 sites of the National Writing Project, a network of K-
college educators dedicated to the improvement of the teaching of writing and learning in
America's schools. The annual institute of the Maine Writing Project is a six- credit course
sequence focusing on current theory, research, and effective practices. in either a four-week, on-
campus summer format or a spring semester online course (ERL 545) and a seven-day on-
campus summer institute. Participants engage in developing and sharing effective teaching
practices by crafting their own creative and expository writing, and by creating a workshop
presentation in an area of their expertise. Participants earn six credits that fit most College of
Education and Human Development programs of graduate study. At the completion of the
institute, participants become Teacher-Consultants in the National Writing Project. They are
eligible to further their study with the Seminar in Mentoring (ERL 547) and Advanced Institute
in Teacher Leadership (ERL 548).
Contact Dr. Susan Bennett-Armistead for more information (susan.bennett-
armistead@maine.edu) or visit the MWP website at http://umaine.edu/mainewritingproject/