Doctor of Philosophy (Ph.D.) in
Reading & Literacy in Early & Middle Childhood

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The Reading and Literacy in Early and Middle Childhood faculty are actively engaged in world-class research and development projects leading to increased knowledge about reading and literacy. Many are principal investigators for federally-funded research. Faculty members are involved in nationally and internationally recognized programs such as the National Writing Project, Literacy Collaborative, and Reading Recovery. Currently, the editorial teams for two prestigious journals, Reading Research Quarterly and Language Arts, include faculty from this area of study. Expertise and interests across the faculty include language arts, word study, written composition, classroom contexts for literacy teaching and learning, narrative development, linguistics, teacher education, reading processes, struggling readers, reading fluency, intervention research, emergent literacy, comprehension, and teacher professional development. These interests lie within the overarching framework of promoting reading achievement through the use of quality children's literature and expanding the view of literacy learning and development beyond the school setting to include relationships with families and communities. The faculty is committed to research and instructional programs that emphasize the strengths of a diverse society.

Doctoral students in Reading and Literacy in Early and Middle Childhood (RLEMC) are members of a community of scholars dedicated to addressing the most critical issues in reading and literacy education nationally and internationally. We conduct research on how children learn to read and write and on how educators can best address the educational needs of all children. Much of the research we conduct involves collaborative work with teachers, schools, parents, families, and communities as together we address educational excellence, diversity and social justice in reading and literacy education. Students who join the RLEMC community of scholars become researchers, teacher educators, and take other leadership positions in higher education, school districts, government, and elsewhere. The RLEMC Area of Study is designed for professionals with interests in a variety of areas such as early and middle childhood reading and writing instruction; language and literacy acquisition and development from preschool through middle school; family, community, and school literacy; literacy teacher education; phonics and word study; Reading Recovery; and clinical reading programs. The program is research-based and includes opportunities for students to work with faculty on their current research and scholarship and to engage in their own studies with the support of faculty. Students are encouraged to present scholarly work at state and national conferences and to join faculty in professional writing. The program provides innovative preparation for educators with a strong theoretical and practical understanding of teaching, learning, and educational environments who intend to assume positions as scholars, researchers, or educational policy-makers.

Core Faculty

David Bloome, Randy Donelson, Pat Enciso, Mary Jo Fresch,Laura Justice Lea McGee, Adrian Rodgers, Emily Rodgers, Patricia Scharer, Ian Wilkinson.

Affiliate Faculty

Mollie Blackburn, Caroline Clark, Jeanne Copenhaver, Brian Edmiston, Marcia Farr, Evie Freeman, Alan Hirvela, Rebecca Kantor, Laurie Katz, Barbara Kiefer, Barbara Lehman, George Newell, Linda Parsons.