Master of Arts (M.A.) in

Literacy

Strengthen learning outcomes with evidence-based, inclusive reading and writing strategies!

Online Designed for Working Educators * Two Years

Reduced Tuition

^$264_/mo

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Why Choose the M.A. in Literacy at USJ?

Study from anywhere while staying connected to a supportive peer group.

Just one evening per week—built for working educators.

Focused, fast-paced, and designed for immediate classroom application.

Learn how to use emerging technologies to help support students in the classroom.

Deepen impact with inclusive, research-informed strategies.

Finish in 2 years—without stepping away from your classroom.

Save on tuition! This program is eligible for our Values and Vision Scholarship, awarding up to $2,000 annually for up to two consecutive years (up to $4,000 total).

Transformative Learning for Today’s Classrooms

Strengthen your expertise in reading, writing, and literacy instruction with the Master of Arts in Literacy at the University of Saint Joseph. Built for dedicated PreK–12 educators, this program provides a deep, research-based understanding of literacy development and equips you with the practical tools needed to support diverse learners across grade levels and content areas.

Grounded in the science of reading, the program emphasizes evidence-based instructional practices, authentic assessment, inclusion-focused pedagogy, and classroom application. You will develop the advanced skills needed to deliver high-quality literacy instruction, design effective interventions, and understand the unique strengths and needs of every learner.

Program Design

Built for working educators, this fully online program combines the flexibility of asynchronous learning with the richness of live, weekly online sessions that promote collaboration and real-time engagement.

Follows a cohort model for peer support and community
Courses are offered in eight-week blocks, one at a time
Live class sessions meet one evening per week from 4:45 PM – 8:45 PM
Program can be completed in approximately two years

Prerequisites

To apply, students must:

Hold a bachelor’s degree from a regionally accredited institution (minimum GPA of 2.5)
Have access to a classroom and students throughout the program to support field study and application of course content.

This program is ideal for:

PreK–12 classroom teachers seeking advanced expertise in reading and writing instruction.
Educators supporting multilingual learners in inclusive classrooms
Professionals aiming to strengthen assessment, intervention, and data-informed instructional practices

What You’ll Learn

Implement evidence-based literacy instruction across the PreK–12 continuum.
Conduct literacy assessments to diagnose strengths and needs in reading and language arts.
Develop targeted intervention plans based on assessment data.
Design and implement research-informed writing instruction.
Support multilingual learners through linguistically responsive practices.
Integrate multicultural literature to promote representation, equity, and social justice.
Apply critical literacy frameworks to evaluate texts, curriculum materials, and media.
Use technology tools to enhance reading, writing, and media literacy.
Lead school-based literacy initiatives through reflective practice and action research.

Degree Requirements and Career Outcomes

To earn the Master of Arts in Literacy, students must successfully complete all required courses and a course-embedded capstone project.

Graduates of the M.A. in Literacy are prepared for roles such as:

Classroom Teacher with Advanced Literacy Expertise
Teacher-Researcher advancing school-based literacy initiatives

This is a non-certification, non-licensure, and non-endorsement program.

Plan of Study

Course	Title	Hours
EDUC 539	Developmental Reading for Advanced Practitioners This course prepares advanced practitioner practitioners to implement evidence-based reading instruction across the PreK–12 continuum. Grounded in the principles of structured literacy, the course examines the developmental progression of reading, including print awareness, letter knowledge, phonological and phonemic awareness, phonics and decoding, morphology, irregular word recognition, multisyllabic word reading, vocabulary, and reading comprehension in different genres.	3
EDUC 526	Diagnosis and Remediation in Reading and Language Arts This course examines reading and language arts evaluations for students perceived to have reading and language arts problems.	3
EDUC 518	Effective Practices in Writing Instruction This course examines the essentials of K-12 writing development, emphasizing research-based practices in writing instruction related to the components of the writing process. Students evaluate and apply effective instructional approaches, collaborating to adapt curriculum to address the needs of diverse learners and respond to evolving curricular requirements. Project-based fieldwork is required, with specific attention to writing standards outlined in the Common Core State Standards and the International Literacy Association/National Council of Teachers of English.	3
EDUC 573	Content and Disciplinary Literacy An in-depth study of the language, cognitive and social processes of reading and writing across ages and PreK-12 grade levels.	3
EDUC 538	Critical Literacy This course analyzes language patterns that promote particular ideologies about power and oppression based on race, class, gender, diverse cultures and socioeconomic factors. Candidates focus on becoming agents of change as they investigate and analyze curricular issues, classroom materials and the influence of media as they create instructional and assessment strategies to use within their professional settings.	3
EDUC 535	Multilingualism and Multilingual Learners This course focuses on developing academic, subject rich literacy in K-12 students who are not native speakers of English.	3
EDUC 582	Multicultural Literature for Children and Adolescents This course combines a critical analysis of multicultural literary and informational texts with the art of involving readers in literacy practices that promote gender, racial and ethnic social justice. Project-based fieldwork is required in programs using the literature standards from the Connecticut Common Core and International Reading Association/ National Council of Teachers of English.	3
EDUC 584	Integrating Technology and Literacy Provides teachers with a variety of ways that technology can promote the development of critical reading, effective writing, media literacy, conventions of Standard English, and literacy assessment.	3
EDUC 521	Action Research in Literacy Using a teacher- researcher model, students examine literacy in their community/school/classroom to conceive, design, field test, analyze, write up and implement an original research project to make a difference.	3
EDUC 537	Reflective Practitioner (Capstone)* A systematic and critical self-evaluation of the elements of teaching: instructional goals, objectives, unit and lesson planning, teaching strategies and models, adaptations for special needs learn classroom management and student assessment. Field Study (action research) required.	3
Total Credit Hours:		30

Please Note:
*Master’s Capstone Project Included
The courses for this program may be offered in a different order. This list should not be considered the finalized course sequence.

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What Teachers Are Saying

"Obtaining my master’s degree in curriculum and instruction has led me to use a different lens when planning lessons, as well as dissecting the purpose of assessment. I’ve become more critical of how I assess students, as well as how I use that data in my classroom. I feel my opportunities are much more diverse now that I have this degree and experience from University of Saint Joseph."

"From my experience with the University of Saint Joseph, I found the professors were able to give assignments that built upon the work we would already need to do. Many times, professors were able to adjust their plans to fit the needs of the cohort."

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M.A. in Literacy