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
Email: kwieland@sbu.edu

To Apply

For application instructions and materials, please visit our site:


 Or contact:

Phone: (716) 375-2021

MSED IN ADOLESCENT LITERACY

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

More News
Get more information about our MSED in Adolescent Literacy program.

Wieland, Karen M.

TITLES/RESPONSIBILITIES Program Director, Literacy
Assistant Professor
ACADEMIC SCHOOL
School of Education
ACADEMIC DEPARTMENT Literacy Education
CONTACT INFORMATION Office Phone: (716) 375-2369
Email: kwieland@sbu.edu
OFFICE LOCATION Plassmann Hall, B28
COURSES TAUGHT
  • READ 570. Assessment & Diagnosis of Reading 
  • READ 575. Literacy Instruction for Individuals and Small Groups - Childhood 
  • READ 585. Literacy Instruction for Individuals and Small Groups: Adolescence 
ACADEMIC DEGREES
  • Ph.D, Reading Education, State University of New York at Buffalo, June 2008
  • Ed. M., Reading Education, State University of New York at Buffalo, June 2003
  • B. Music, Voice, The Catholic University of America, Washington, DC, May 1986
  • Professional (Permanent) Teaching Certification, NYS Department of Education, Reading K-12 (issued in June 2003)
OTHER EDUCATION
PROFESSIONAL BACKGROUND
ACCOMPLISHMENTS

National and International Conference Presentations 

  • Wieland, K.M. & Fitzgerald, J.C. (2010, April). Palimpsests and pentimentos: Understanding the iterative and incremental nature of word meaning construction from context and modeling readers’ outcomes.Poster session presented at the annual meeting of the American Educational Research Association, Denver, CO. (chair: Angela Hairrell). 
  • Fitzgerald, J.C. & Wieland, K.M. (2010, April). Snapshots in time: College-age readers frame-by-frame word meaning constructions from natural (and sometimes misleading) contexts. Poster session presented at the annual meeting of the American Educational Research Association, Denver, CO. (chair Angela Hairrell). 
  • Wieland, K.M. & Lu, W.C. (2010, April 25-28). Contextual vocabulary acquisition process and outcomes of college-age readers. Research poster session presented at the International Reading Association 55th Annual Congress, Chicago, IL. 
  • Wieland, K.M. (2010, May). Contextual vocabulary acquisition in action: Analyzing reading and reasoning moves made by excellent adolescent readers while deriving unknown word meanings from multiple texts.Research poster session presented at the International Reading Association 54th North Central Annual Conference, Minneapolis, MN. 
  • Wieland, K.M., Fitzgerald, J.C., & Kapelner, A.D. (2009, November). Contextual  vocabulary analysis processes and outcomes of college age readers. National Reading Conference, Albuquerque, NM. (discussant: Ellen Rintell). 
  • Wieland, K.M. (2009, May). Contextual vocabulary acquisition in action: Analyzing reading and reasoning moves made by excellent adolescent readers while deriving unknown word meanings from multiple texts.Research poster session presented at the International Reading Association 54th North Central Annual Conference, Minneapolis, MN. (discussant: Vicki Risko). 
  • Wieland, K.M. (2009, April). Toward a unified theory of contextual vocabulary acquisition: Exploring lacunae through verbal protocol analysis. Paper presented at the 2009 Annual Meeting of the American Educational Research Association, San Diego, CA. (discussant: Judith Scott). 
  • Wieland, K.M. (2008, December). A study of excellent readers thinking aloud during CVA. In M.W. Kibby, K.M. Wieland, T.M. Christ, Acquiring a sense of a word’s meaning from verbal context: Processes, outcomes, and curricular directions. Session presented at the National Reading Conference, Orlando, FL. (discussant: Susan Watts Taffe). 
  • Kibby, M.W., Rapaport, W.J. & Wieland, K. (2006, August). Contextual Vocabulary Acquisition (CVA): Cognitive processes and instructional methods. Poster session presented at the International Reading Association 21st World Conference on Reading, Budapest, Hungary. 
  • Kibby, M.W., Rapaport, W.J., & Wieland, K. (2004, May). Helping students apply reasoning to gaining word meanings from context: Application of artificial intelligence and verbal protocol data to curriculum design. Symposium conducted at the meeting of the International Reading Association 49th Annual Convention, Reno, NV. 
  • Wieland, K. & Kibby, M.W. (2002, November). Research-based methods for teaching contextual acquisition of meaning vocabulary. Paper presented at the meeting of the International Dyslexia Association 53rd Annual Conference, Atlanta, GA. 
  • Wieland, K. (2001, October). Vocabulary development using roots and affixes: The Orton-Gow method.Paper presented at the meeting of the International Dyslexia Association 52nd Annual Conference, Albuquerque, NM, October 2001. 
  • Wieland, K.M. & Fitzgerald, J.C. (2010, March). Quantifying the contextual vocabulary acquisition (CVA) outcomes of college-age readers. Paper presented at the Council of Graduate Students in Education 16th Annual Student Research Conference 2010. University of Pittsburgh School of Education, Pittsburgh, PA. 
  • Wieland, K.M. (2008, October). Vocabulary development through contextual semantic analysis.Workshop sponsored by the Erie Reading Association, Erie, PA. 
  • Wieland, K.M. (2007, September). Using diagnostic teaching to custom-tailor instruction for early elementary readers. Workshop presented at the Beginning with Books 5th Annual Early Literacy Conference, Pittsburgh, PA. 
  • Wieland, K. (2004, April). The contextual vocabulary acquisition processes of adolescent readers: An analysis of think-aloud protocols. Paper presented at the meeting of the University at Buffalo Graduate School of Education Conference, Amherst, NY. 
  • Wieland, K. (2001, October). Vocabulary development using roots and affixes: The Orton-Gow method.Paper presented at the meeting of the International Dyslexia Association WNY Branch Conference, Buffalo, NY. 

Publications 

Instructional Materials

  • Kibby, M.W., Rapaport, W.J., Wieland, K.M., & Dechert, D.A. (2008). Play Lesson 4; CSI: Contextual semantic investigation for word meaning. In L. Baines A teacher’s guide to multisensory learning: Improving literacy by engaging the senses (163-173). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Web Publications

  • Kibby, M.W., Rapaport, W.J., Wieland, K.M., & Dechert, D.A. (2008). CSI: Contextual semantic investigation for word meaning. University at Buffalo Department of Computer Science and Engineering, Contextual Vocabulary Acquisition Web site: http://www.cse.buffalo.edu/~rapaport/cva.html 

 Grants  

  • University of Pittsburgh School of Education Faculty/Student Grant $3,000 awarded in Spring of 2009 for project titled, “The Contextual Vocabulary Analysis Strategies of College Age Readers,” co-investigators Dr. Karen M. Wieland and Jason C. Fitzgerald.

Consulting  

  • Panelist, NAEP READING FRAMEWORK COMPARISON STUDY EXPERT PANEL, Washington, DC (December 2007).
TEACHING PHILOSOPHY
CURRENT RESEARCH INTERESTS/PROJECTS
PERSONAL INTERESTS/COMMUNITY INVOLVEMENT
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