Doctor of Philosophy in Education
Doctoral students in the Literacy specialization developed advanced knowledge in reading and writing development and instruction with particular attention to students with learning differences, including differences due to disability or socioeconomic background. The specialization offers a balanced emphasis on reading and writing, including developing these skills in digital environments.
Students in this specialization
- Gain a rich understanding of the development of reading and writing skills with particular attention to students with learning differences across grade levels.
- Conduct research on reading and writing instruction, curriculum, assessment, multimodal and digital literacy tools, and learning English as a second language.
- Develop a rich methodological toolkit for designing learning and instructional investigations and assessing the outcomes of educational interventions.
Literacy faculty are currently accepting new students for the 2020-21 academic year.
In addition to the doctoral core courses, the following specialization courses are required of all Ph.D. students in Literacy:
- EDUC 802: Reading Development and Instruction
- EDUC 807: Writing Development and Instruction
- EDUC 822: Critical Issues in Literacy Development and Learning Problems
Sample Course Schedules
Sample Literacy course schedules for students who enter the Ph.D. program in the following semesters are available through the links below.
Our graduates accept academic positions in research universities, departments of education, and school districts, as well as industry positions in educational organizations.
For example, recent PhD in Education graduates with a literacy specialization have accepted positions at the Educational Testing Service, the University of Buffalo, Lesley University, the University of North Carolina-Charlotte, the University of Saint Joseph, and University of Tennessee, Knoxville.
Our faculty hold grants from the National Science Foundation, the Institute of Education Sciences and private foundations. They have been recognized for their work by the American Educational Research Association, the International Literacy Association and the Literacy Research Association.
“CEHD faculty prepared me to be competitive on the job market by providing me the skills to publish in academic journals, present at conferences, and teach courses in the School of Education. I’m happy to share that I have achieved this goal. Beginning in fall 2019, I will be an assistant professor of literacy education at the University at Buffalo, State University of New York.”
John Strong, Assistant Professor of Literacy Education at the University of Buffalo