Reading and Literacy in Early and Middle Childhood
Students in the Reading and Literacy in Early and Middle Childhood doctorate program belong to a community of scholars who address reading and literacy education issues in the United States and abroad. This research-based degree provides students with a strong theoretical and practical understanding of teaching, learning and educational environments.
The Reading and Literacy in Early and Middle Childhood PhD program provides high-quality academic preparation for students interested in research, theory and practice related to reading and literacy in early to middle childhood.
The program provides students with a core foundation in theoretical models and processes of reading, research and theory in reading development and instruction. Students also learn diverse epistemologies for inquiry in literacy research and practice. They engage in an extended research apprenticeship and complete research and methods courses.
Our goal for students is they gain a deep theoretical understanding of reading and literacy, to become familiar with a range of research paradigms for studying reading and literacy in early and middle childhood and to develop expertise as researchers in their own inquiry.
This program 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.
Faculty conduct research on numerous issues related to 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. Together we address educational excellence as well as diversity and social justice in reading and literacy education.
The program is research-focused 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.
Students who join the RLEMC community of scholars become researchers, teacher educators in higher education and take other leadership positions in universities, school districts, government and elsewhere.
Students become researchers, teacher educators, and take other leadership positions in higher education, school districts, government and elsewhere. Positions include: scholars, researchers and educational policymakers.
Coursework: Reading and literacy research, theory, and education; professional seminar; qualitative and/or quantitative research
Minimum course requirements: 2 department core courses (8 hours), 8 specialization courses (24 hours), research methods (9 hours), research apprenticeship (6 hours), dissertation (6 hours), breadth requirement (3 hours)
Other requirements: Research apprenticeship, candidacy exam, dissertation
RLEMC faculty are highly engaged in teaching, research and service. In addition to serving as mentors and course instructors, faculty are involved in various externally-funded research projects, design and offer literacy programs for teachers and lead local and state educational initiatives.
Caroline Clark, PhD, Professor and RLEMC Co-convener
Julia Hagge, PhD, Assistant Professor
Dorian Harrison, PhD Assistant Professor
Michiko Hikida, PhD, Assistant Professor
Linda Parsons, PhD, Associate Professor
Lisa Patrick, PhD, Assistant Clinical Professor and Marie Clay Endowed Chair
Shayne Piasta, PhD, Associate Professor
Adrian Rodgers, PhD, Associate Professor
Emily Rodgers, PhD, Professor and RLEMC Co-convener
Cris Warner, PhD, Associate Professor
Ian Wilkinson, PhD, Professor