Contact Us

For more information regarding the degree in Adolescent Literacy, please contact the program director:

Dr. Karen M. Wieland
Plassmann B28
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-2369

To Apply

For application instructions and materials, please visit our site:

 Or contact:

Phone: (716) 375-2021


This degree is designed for middle or secondary teachers who wish to acquire greater expertise in developing the literacy proficiencies of adolescent learners across academic disciplines.

The degree provides teachers with extended research-based knowledge in the areas of literacy development and processes, diagnosis and remediation of literacy difficulties, teaching linguistically and culturally diverse learners, disciplinary literacy, Response to Intervention, schoolwide assessment, and literacy/instructional coaching.

The 30-credit hour degree can be completed in as little as a year on the Main Campus (summer, fall, spring) or at the Buffalo Center (fall, spring, summer). Buffalo Center candidates start the literacy program in the fall (with occasional exceptions), while Main Campus candidates may start in the summer, fall or spring terms. Candidates may matriculate full-time or part-time.

The MSED in Adolescent Literacy meets the criteria for, and may be used in partial fulfillment of, the requirements for initial and professional Literacy Teacher Grades 5-12 certification in the state of New York.

Between 2008 and 2012, SBU's Literacy program graduates achieved a pass rate of 99% on New York State's Content Specialty Test for Literacy (146 test takers). This is a testament to both the quality of the program and its focus on International Literacy Association Standards for Reading Professionals at the Reading Specialist/Literacy Coach level.

The only candidates recommended for Literacy Teacher Grades 5-12 certification in New York by the School of Education are those who have completed the master's degree in its entirety.

Students pursuing Literacy Teacher Grades 5-12 certification may be eligible for the Federal Teach Grant.

A Note about the Teacher Certification Entrance Requirement

The MSED in Adolescent Literacy program requires certification for full admission. We understand that currently enrolled college students — and many who have recently graduated — will not be certified at the time of application. In these cases, St. Bonaventure offers conditional admission that becomes finalized once certification is confirmed.

If you have not yet submitted the edTPA, apply for admission to the graduate program anyway so you can start classes this fall. We provide edTPA support as you move to finish the portfolio.  You must submit the edTPA portfolio before starting your second semester of classes.
If you are still in the process of taking some of the new certification exams, apply for admission to the graduate program anyway, so you can start classes this fall. We offer information sessions, exam prep workshops and support to help you prepare for the exams. You must register for and attempt each required test before starting your second semester of classes.

News, Publications & Research

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Get more information about our MSED in Adolescent Literacy program.

Hauser, René

TITLES/RESPONSIBILITIES Program Director, Differentiated Instruction
Accreditation Coordinator
Associate Professor
School of Education
ACADEMIC DEPARTMENT Differentiated Instruction
CONTACT INFORMATION Office Phone: (716) 375-4078
OFFICE LOCATION Plassmann Hall, B06
  • DIFF 504. Communication and Collaboration skills for standards based inclusive education
  • DIFF 510. Differentiated Instructional Strategies 
  • DIFF 511. Foundations of Inclusive Education 
  • DIFF 598. Contemporary Field Research and Practicum in Standards-based Differentiated Instruction 
  • SPED 440. Curriculum Adaptation and Instruction for Students with Special Needs
  • Ph.D., Education, Special Education, State University of New York at Buffalo
    • Dissertation title: Wroblewski, R. E. (2006). What happens after 3:00?: The social relationships of adolescents with Down syndrome. Dissertation presented to the faculty of the Graduate School of Education at the University at Buffalo. Available at UMI Dissertations [on-line].
  • M.S.Ed., Exceptional Education, State University of New York College at Buffalo
  • B.S., Elementary and Exceptional Education, State University of New York College at Buffalo
  • Garrison, R. E. (2011). Book review of: Differentiating Instruction with Technology in Middle School Classrooms by Grace E. Smith and Stephanie Throne. Excelsior: Leadership in Teaching and Learning, 6(1) 55-56. 
  • McPherson, S., Wroblewski, R, E. (in press). The state of preservice teachers’ literacy preparation in New York State. Submitted to Exceptional Individuals.
  • Parmar, R. S., Wroblewski, R. E., Clements, D., & Sarama, J. (2010). Measurement. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics.
  • Clements, D., Sarama, J., Parmar, R., & Wroblewski, R. (2010). Geometry. In C. Fennell (Ed.) Special Education and Mathematics: Helping Students with Learning Difficulties Achieve Mathematical Proficiency. Reston, VA: National Council of Teachers of Mathematics.
  • Gibson, A. & Wroblewski, R. (2008). Plunging into learning. Exceptional Individuals, 32(2), 14-15.  
  • Wroblewski, R. E. (2008). Walking the Walk: How a School-based Team meets the Social Skills Needs of Children with Autism Spectrum Disorders. New York State School Counselor’s Journal. 
  • Gibbs, G. & Wroblewski, R. (2007). A leadership imperative. Conference Proceedings of the Inellectbase International Consortium. Nashville, TN. 
  • Wroblewski, R. E. (April 2007). Through a new looking glass: Social interactions of adolescents with disabilities through an educational/sociological perspective. Paper presented at the 2007 annual meeting of the American Educational Research Association. Chicago, IL.


My basic philosophy of teaching is based on two firmly held beliefs.

  • First, that all people are capable of learning. I strongly believe that if a student is not learning in my class, then I must change something in order for that student to be successful. I teach courses in Differentiated Instruction, which means providing different opportunities for students to engage in learning given their own background knowledge, interests, and strengths. I strive to practice what I preach and differentiate instruction in my own courses as much as possible, while still holding high standards for all students.
  • Second, I believe that learning should not be a painful experience. I want my students to enjoy learning and try to design class activities that push their thinking and allow them to take academic risks in a safe environment. I believe that if learners are actively engaged and excited about the class, then they can’t help but learn
  • Teacher education
  • Gifted education
  • Differentiated instruction

  • Cattaraugus Allegany Teacher Center Policy Board
  • Immanuel Christian Child Care School Board