Dec 15, 2017
Associate Professor Cohen, Graduate Program Co-Director,
Assistant Professor McGinnis, Graduate Program Co-Director,
(516) 463-5769, Theresa.A.McGinnis@hofstra.edu
The master’s program in literacy studies is designed for certified
teachers to introduce students to contemporary theory and practice in
literacy studies, so that they become effective scholar-practitioners
who understand and deliver high-quality literacy instruction and offer
proactive literacy leadership to schools and community agencies. Our
program reflects advances in literacy research and policies by the New
York State Board of Regents regarding learning standards. These
policies are designed to articulate the highest learning standards
possible for all students and to balance attainment of these standards
with consideration of issues of equity and access to education for
economically disadvantaged and traditionally underrepresented groups at
all levels of the education system.
This program prepares scholar-practitioners to work with students Birth through
Grade 6. Students will work at broadening the definition
of literacy practices beyond traditional school-based literacy in order to address
the issues of equity, access, and opportunity that are involved in literacy acquisition
in communities that are as economically, linguistically and ethnically diverse
as those found in New York state.
This program prepares students to meet the educational requirements for certification
as literacy teachers in early childhood and childhood education, Birth through
Grade 6. The degree
provides students with the opportunity to participate in classes that focus on
the most current understandings of literacy and pedagogical practices. Students
are prepared for the following teaching positions:
- Classroom teachers with advanced preparation in literacy instruction.
- Literacy specialists with advanced preparation in one-on-one and small group
instruction in literacy processes.
- Literacy specialists prepared to work collaboratively with classroom teachers
in designing and implementing effective literacy instruction in inclusive environments.
- B.A. or B.S. degree with a minimum GPA of 3.0.
- Two letters of recommendation.
- Possession of a New York State Initial or Provisional Teaching Certificate (see
note b below).
- Interview with a program director in literacy studies.
General Education Core Requirements
In order to ensure that prospective teachers have a broad education in the liberal arts and sciences, all students must have completed undergraduate course work from each of the content areas below.
1. Artistic Expression/Humanities, 3 s.h.
2. Communication, 3 s.h.
3. Information Retrieval, (0-3 s.h.; can be satisfied with passing score on exam)
4. Historical and Social Science Concepts, 3 s.h.
5. Language other than English, (0-3 s.h.; depending on placement)
6. Scientific Processes, 3 s.h.
7. Mathematical Processes, 3 s.h.
8. Written Analysis and Expression, 6 s.h.
Please note that programs may have general education requirements that exceed the minimum registered with the state. Degrees will not be conferred unless all general education core deficiencies have been met.
- Admission to graduate study requires a
baccalaureate degree with a general core in the liberal arts and
sciences in order to meet New York state certification requirements.
- Students who enter the dual program must have
taken the New York state LAST examination prior to admission.
- Graduate students who enter a program of study on
a nonmatriculated basis are limited to a maximum of 12 s.h. of course work.
- A maximum of 9 s.h. of advanced standing may be
accepted for relevant graduate course work taken elsewhere.
- Students who have initial/provisional
certification in an area of study other than those listed above in 3
should speak to the department adviser for requirements for admission.
Program Requirements - Total Semester Hours: 36
The sequence listed below is recommended. However, Phase I courses must be completed
before entering Phase II. LYST 240, 241 are prerequisites for LYST 242. LYST 300
must be taken as part of the first 12 semester hours of study. LYST 301 must be
taken as part of the final 12 semester hours of study. Electives may be taken
at any time.
Phase I - Semester Hours: 19
Phase II - Semester Hours: 13
International Scholars Forum - Semester Hours: 1
An International Scholars Forum (LYST 351) is offered each semester for one
semester hour. It is expected that students will take at least one International
Scholars Forum for one semester hour. Students can take three additional International
Scholars Forums to satisfy their elective requirements.
Electives - Semester Hours: 3
A student may select any graduate course in the School of Education and Allied
Human Services, or in the University, as an elective with advisement. The following
electives are recommended:
- Completion of a minimum of 36 semester hours in prescribed courses with a minimum
grade point average of 3.0.
- Completion of a minimum of 70 hours of field experiences which includes a 50-hour practicum.
- Successful presentation of a learning portfolio to faculty and peers.
Additional Certification in Grades 5-12 - Semester Hours: 12
Students who specialize in Early Childhood and Childhood (Birth through Grade
6) may obtain specialization in Middle Childhood and Adolescence (Grade 5 through
12) by also taking the following courses:
Upon successful completion of a school-based program, students will be eligible to apply for the University’s recommendation for New York state certification. The state requires applicants to have passing scores on each of the New York State Teacher Certification Examinations (NYSTCE): the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the appropriate Content Specialty Tests (CSTs). The state will not issue certification to individuals not receiving passing scores on all New York examinations. In addition to pedagogical studies, the Commissioner’s Regulations require that all school-based programs provide students with instruction for the purpose of identification of child abuse and maltreatment; fire and arson prevention; prevention of alcohol, tobacco, and drug abuse; School Violence Prevention and Intervention (SAVE); and highway and school safety/prevention of child abduction. No degrees will be conferred without the completion of all of these requirements. Please contact the Office of Certification and Educational Support Services for information regarding fingerprinting, examinations and seminars.