Reading Education is concerned with the promotion of literacy, with specific emphasis
on reading, writing, listening, and speaking. Urban literacy issues and research pertaining
to children living at the poverty level are of particular interest to many of our
reading education faculty. The program of study is designed around the International
Reading Association (IRA)/National Council of Teachers of English (NCTE) standards
that deal with what reading professionals need to know and what they are able to do.
These standards emphasize reflective professionals who have proficiency in three broad
categories: (1) knowledge and beliefs about reading, (2) instruction and assessment,
and (3) organizing and enhancing a reading program.
No matter what your career goals, local or global, we have a program to meet your
professional needs. Our reading graduates are teaching in major school districts,
comprehensive universities or college-level remedial/developmental reading programs,
serving as clinical supervisors, literacy coaches and/or as reading/language arts
Our faculty has been influential in setting the national agenda of improving the success
of children living in poverty through research, school and district-wide interventions,
consulting, and authoring textbooks for preservice and inservice teachers. Currently,
the faculty has been improving instruction in urban schools through projects like
the award-winning Memphis Literacy Academy and the federally-funded Memphis Striving Readers Project, as well as working with other school districts across the nation. Books authored
by our faculty, such as Technology to Teach Literacy: A Resource for K-8 Teachers,
Teaching Children to Read: The Teacher Makes the Difference, and the Cooter/Flynt/Cooter
Comprehensive Reading Inventory: Measuring Reading Development in Regular and Special
Education Classrooms are helping teachers succeed. The Reading faculty is widely
published in a variety of scholarly journals such as: Curriculum Inquiry, Journal of Adolescent and Adult Literacy, Journal of Latinos in
Education, and The Reading Teacher.