The Master of Education in Literacy program is designed for classroom and reading teachers as they work toward an understanding of the role that literacy plays across the curriculum and over time. The program explores research and processes for teaching literacy in P–12 educational settings.

• This program does not lead to initial teaching certification. 
• Must hold valid teaching certificate for admission into program. 
• This program meets the requirements for an add-on endorsement in the State of Washington.
• This is an online accelerated program with 6-week academic sessions. For more information about this program visit our website. 

Literacy is a critical skill for academic success, and this program can provide the knowledge to support the diverse learning needs of a P-12 classroom. Based on current research and best practices, the curriculum is applicable for teachers in the field and for those who are interested in becoming reading specialists in schools. 

This program teaches all the specific skills mentioned in the literacy competencies for the State of Washington while aiming to increase effectiveness in the classroom and to develop assessment skills. 

Through this program, certified Washington educators will be eligible to earn a P-12 reading endorsement upon successful completion of the NES for Essential Components of Elementary Reading Instruction (test 104) assessment to add to their teaching certificate.

Admissions Requirements

1. Have earned a baccalaureate degree (either a BA or BS) from an accredited institution of higher education.
2. Have earned a grade point average ≥3.0 on a 4-point scale during the final 90 quarter credits (or 60 semester credits) of enrolled coursework.
3. Submit a copy of an educator certificate.

Required Core
EDUC 505	CURRENT ISSUES IN EDUCATION	4
EDUC 507	PHILOSOPHY AND ORGANIZATION OF THE AMERICAN SCHOOL	4
EDUC 520	METHODS OF EDUCATIONAL RESEARCH	4
EDUC 522	TRANSFORMATION OF LEARNING AND TEACHING	4
Area Specialization
EDUC 542	P-12 LITERATURE STUDY IN THE CLASSROOM	4
EDUC 544	ADVANCED READING METHODS ACROSS THE CURRICULUM	4
EDUC 560	READING INQUIRY	4
EDUC 576	ADVANCED LITERACY METHODS	4
EDUC 590	CRITICAL AND SOCIAL LITERACIES	4
EDUC 591	INSTRUCTIONAL FOUNDATIONS AND INTERVENTIONS FOR LITERACY DIFFICULTIES	4
Internship
EDUC 641	LITERACY INTERNSHIP I	2
EDUC 642	LITERACY INTERNSHIP II	2
Portfolio and Comprehensive Exam
EDUC 643	LITERACY PORTFOLIO	2
EDUC 644	LITERACY COMPREHENSIVE EXAM	3
Total Credits		49

Plan of Study

Courses could be offered in different terms, checking with the academic department is paramount in keeping an individual plan current.

Expedited Pace Plan

First Year
Fall Quarter	Credits	Winter Quarter	Credits	Spring Quarter	Credits	Summer Quarter	Credits
EDUC 5051	4	EDUC 5421	4	EDUC 5911	4	EDUC 6431	2
EDUC 5071	4	EDUC 5441	4	EDUC 6411	2	EDUC 6441	3
EDUC 5222	4	EDUC 5202	4	EDUC 5602	4
EDUC 5902	4	EDUC 5762	4	EDUC 6422	2
	16		16		12		5
Total Credits 49

Typical Pace Plan

First Year
Fall Quarter	Credits	Winter Quarter	Credits	Spring Quarter	Credits	Summer Quarter	Credits
EDUC 5221	4	EDUC 5051	4	EDUC 5071	4	EDUC 5421	4
EDUC 5202	4	EDUC 5762	4	EDUC 5442	4
	8		8		8		4
Second Year
Fall Quarter	Credits	Winter Quarter	Credits	Spring Quarter	Credits	Summer Quarter	Credits
EDUC 5911	4	EDUC 5901	4	EDUC 6442	3	EDUC 6431	2
EDUC 6411	2
EDUC 5602	4
EDUC 6422	2
	12		4		3		2
Total Credits 49

¹

First half of term.

²

Second half of term.

Students who earn an M.Ed. in Literacy from EWU should be able to: 

• Demonstrate knowledge of major theoretical, historical, and evidence‑based foundations of literacy and language - Graduates will understand core theories, concepts, research, and historical perspectives that inform literacy development and the role of literacy specialists in schools;
• Design, implement, and evaluate evidence‑based literacy instruction for diverse learners - Graduates will apply foundational knowledge to plan, deliver, and assess small‑group and individualized literacy instruction, particularly for learners who experience reading and writing difficulties;
• Select, administer, and interpret valid, reliable, and equitable literacy assessments - Graduates will understand and use a range of appropriate assessment tools to diagnose literacy needs, inform instruction, evaluate interventions, and support teachers in interpreting assessment data;
• Demonstrate knowledge of diversity, equity, inclusion, and the cultural dimensions of literacy - Graduates will understand how culture, language, identity, and context shape literacy development and will create inclusive, affirming learning environments that promote equity at classroom, school, and community levels;
• Integrate digital and print resources to engage and motivate readers across the P–12 spectrum - Graduates will use a variety of print and digital materials—including safe, developmentally appropriate technologies—to build literacy-rich environments and promote student motivation;
• Provide literacy leadership and collaborate with educators to strengthen instructional practice - Graduates will function as reflective literacy professionals who support colleagues, provide coaching, lead literacy initiatives, and advocate for students, teachers, and families;
• Apply literacy research to inform instruction, intervention, and program improvement - Graduates will use literacy research and practitioner inquiry to evaluate instructional approaches, inform professional decision‑making, and enhance school literacy programs;
• Understand and implement advanced methods for literacy instruction across content areas - Graduates will apply advanced reading and writing instructional methods to support literacy learning within multiple academic disciplines and diverse classroom contexts;
• Support multilingual learners through culturally and linguistically responsive literacy instruction - Graduates will demonstrate understanding of linguistic diversity and apply instructional approaches that support multilingual students’ literacy development;
• Demonstrate readiness for professional practice through supervised clinical or practicum experiences - Graduates will apply diagnostic, instructional, and coaching competencies in authentic school settings through supervised practicum or internship experiences required for reading endorsement or specialist roles.