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About the Program

Literacy is an important part of a child’s social, emotional and intellectual development. The stronger a child’s reading and comprehension skills, the greater the child’s potential for life-long success. The Master of Science in Childhood Education/Literacy explores the values of reading, writing and technology and will train you to become a New York State certified teacher of children from grades 1 to 6. This 48-credit program will greatly expand your career opportunities by preparing you for dual certification – offered by New York State – in both childhood education and teaching literacy. The program is accredited by the Teacher Education Accreditation Council, signifying it meets the highest standards of quality in preparing competent, caring and qualified professional educators in public and private schools.

In your courses, you will explore basic principles of elementary education curricula as well as a full spectrum of instructional strategies and assessment methods. For example, “Social Foundations of American Education” looks at the development of the American school system in a rapidly changing environment, with emphasis on the relationship between education and society, while “Curriculum Development for the Classroom Teacher” examines historical, theoretical and practical considerations of the purpose, content and organization of educational experiences (including non-school settings).

Coursework in literacy covers reading comprehension, selecting appropriate literature for classroom learning, remedial instruction, and current trends in testing and reading techniques. Field work will enable you to work with individual children in classroom settings.

In service to our local community, the Department of Special Education and Literacy offers an on-campus clinic at the LIU Post campus in Brookville, N.Y. for children with reading challenges: the Literacy and Learning Development Center.

Program Goals

  • To prepare students to be caring and responsive observers and listeners who theorize about their teaching and learning and know how to research their own practice.
  • To empower teachers to document and analyze their students' learning and to critically analyze their own teaching.
  • To encourage teachers to communicate with others about literacy teaching and learning and build collaborative solutions to instructional problems.
  • To graduate teachers who find the study of teaching and learning intellectually engaging and who participate in professional networks.