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M.S.Ed. Reading & Literacy Education

Reading specialist and young student reading book

Literacy is the key component to all academic achievement. Be the person to inspire a lifelong love of reading and help improve student's reading comprehension skills.

Program Info

In this program you will learn to develop effective literacy instruction through research-based infrastructures by interconnecting best practices to your local literacy strategic plans. This 30-credit program is designed for teachers with initial certification. The curriculum gives you the opportunity to explore equity and diversity in literacy, educational foundations, and to develop expertise in Learning Theory, Curriculum Design, and School Context. Candidates have access to computer laboratories, a reading clinic housed in the School of Education, a multi-media center, a curriculum library, a fully networked and automated reference library, and onsite and remote access to online databases and electronic journals.

As a graduate of Duquesne University's M.S.Ed. Reading & Literacy Education, you will be qualified to fill specific reading specialist support roles in instruction, assessment, intervention, and leadership.

Admission Requirements

Admission Requirements

Duquesne University Graduate Online Application

Official transcripts from college/university that meet the following criteria:

  • A minimum overall 3.00 GPA,
  • A minimum 3.00 GPA on the most recent 48 credits
  • A minimum overall 2.80 GPA with passing scores on the Praxis I PPST exam or the PAPA exams.

Submit application materials to:
Duquesne University School of Education
Office of Graduate Admissions
214A Canevin Hall
600 Forbes Avenue
Pittsburgh, PA 15282

or

soegrad@duq.edu 

Tuition and Aid

A Duquesne degree is an investment in your future. Join one of the nation's top-tier universities with the best value, considering cost and academic quality, as ranked by U.S. News & World Report. At Duquesne, you'll become part of a community of nearly 9,500 students studying at the undergraduate, graduate, and doctoral levels.

Graduate tuition is $1,284 per credit. In addition to tuition, graduate students may also incur fees for administrative services, room, and meals, if applicable. At Duquesne University, we believe that financing your education is a partnership between the student and the university. As part of that partnership, The School of Education offers financial assistance in many forms including:

  • Tuition awards between 25-35%
  • University-offered graduate assistantships are available for competitive applications.
  • Current full-time lay teachers of pre-K through high school or school administrators in a Roman Catholic school in the Pittsburgh, Greensburg, or Altoona-Johnstown Dioceses pursuing a non-doctoral degree or certificate in the School of Education may be eligible to receive a 60% tuition award. This Lay Teacher award does not apply to the doctoral programs. Only one Duquesne University degree may be earned under this reduced tuition program. The Catholic School Lay Teacher & Administrator Award Forms detail information pertaining to this award.

For further assistance, please contact the Duquesne University Office of Financial Aid.

Faculty

Rose Mary Mautino

Rose Mary Mautino, Ph.D.

Clinical Assistant Professor
Department of Instruction and Leadership in Education

G11 Canevin Hall
Phone: 412.396.6089
mautino@duq.edu
Curriculum Vitae
Full Profile

Rose Mary Mautino (Ph.D., Teacher Education Reading and Language Arts, University of Pittsburgh, 1994) served as Director of Reading and Language Arts Program from 2001 – 2017. Dr. Mautino taught in a self-contained second grade classroom, and as a Reading Specialist, Supervisor and Curriculum Coordinator an urban public school system. Dr. Mautino focuses on the “inquiry methodology’ to teach her courses in graduate and doctoral programs. Dr. Mautino’s research explores “Inquiry Methodology”, and Imagination and Critical Thinking.


Carla Meyer

Carla Meyer, Ph.D.

Program Director
Associate Professor
Department of Instruction and Leadership in Education

G14 Canevin Hall
Phone: 412.396.5837
meyerc2@duq.edu
Curriculum Vitae
Full Profile

Carla Meyer (Ph.D., Literacy Development and Learning Problems, University of Delaware, 2009) is an associate professor in the School of Education at Duquesne University. She teaches both undergraduate and graduate courses in literacy education. Dr. Meyer is committed to preparing and supporting teaching candidates in their efforts to become life-long learners, collaborators, and problem-solvers. Dr. Meyer has published in several scholarly journals including but not limited to, The Journal of Literacy Research, The Journal of Adolescent and Adult Literacy, The Journal of Literacy Research and Instruction, and The Reading Teacher.


Sandra Quiñones

Sandra Quiñones, Ph.D.

Assistant Professor
Department of Instruction and Leadership in Education

412D Canevin Hall
Phone: 412.396.4517
quinoness@duq.edu
Curriculum Vitae
Full Profile

Sandra Quiñones (Ph.D., Teaching, Curriculum & Change, University of Rochester, 2012), is an assistant professor in the Department of Instruction & Leadership in Education at Duquesne University. Her qualitative scholarship focuses on Latina/o education and family-community engagement issues, with an emphasis on bicultural-bilingual elementary teachers’ experiences and perspectives of being well educated. She specializes in the application of Chicana/Latina feminist concept of trenzas/braids as a metaphorical-analytical tool in life history and narrative inquiry approaches. A former elementary teacher in Rochester, New York and San Juan, Puerto Rico, Dr. Quiñones teaches undergraduate and graduate literacy education courses. Since joining Duquesne University in July of 2013, she has worked collaboratively on a mixed methods research study of a supplemental literacy program, a qualitative single case study of an exemplary community school in Eastern Pennsylvania, and a community-engaged mixed methods study of a mindfulness-based professional development program being implemented at multiple educational institutions.