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The terrain of graduate programs is changing, especially in light of preparing highly qualified teachers (NCLB, 2001) and standards-based accreditation (IRA, 2004a, NCATE, 2008). This changing terrain is noticed as many institutions of higher learning undergo program reviews through self-studies required by the institution, by state departments of education, by specialized professional associations, or by national accreditation entities. This project sought to explore the nature of reading specialists master’s programs by examining their websites in light of the shift towards standards-based accreditation of programs and the influence of federal legislation. Specific objectives for this descriptive study included: (a) reviewing master’s programs that lead to reading specialist certification at institutions of varying purpose, size, and location; (b) examining program configurations, including but not limited to programs of study, requirements, and special features; and (c) exploring features of institutions’ websites offering information about becoming a certified reading specialist.


Abbott, J.A., Williams, C.R., Swan-Dagen, A., & Rinehart, S.D. (2008). Becoming a reading specialist: Surveying the possibilities. American Reading Forum 2008 Yearbook.



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