Online Master's in Dyslexia Education Programs
Dyslexia is one of the more common learning challenges faced by elementary and secondary school students, but it is also a disorder that can be effectively addressed by properly trained teachers and educational programs. A neurologically based disorder that affects word comprehension and reading fluency at the phonological level, dyslexia can, when undiagnosed create critical learning impediments and slow a child’s academic progress. However, with the proper evidence-based practices, teachers and other education professionals can help students overcome the most severe aspects of the disorder.
Master’s in Dyslexia Education programs provide graduate training in the proficiencies educators use to identify dyslexia, address the disorder using a variety of teaching strategies, and help those affected by the disorder develop advanced language and fluency skills. Public schools are required to provide remediation services for students with language-based learning disabilities under the Individuals with Disabilities Education Act (IDEA), and many private schools and learning centers also offer such services. Most states have a credentialing process for licensed dyslexia specialists and the International Dyslexia Association offers voluntary accreditation to academic programs that provide dyslexia teaching and therapy training.
What is a Master’s in Dyslexia Education Degree?
A Master’s in Dyslexia Education is a graduate-level program that provides training and preparation to professionals who want to help individuals with dyslexia manage the disorder and develop language fluency and literacy skills. Students in these programs learn about the neurological basis for dyslexia, cultivate methods for assessing individuals with reading fluency disorders, and train to work with children, adolescents, and young adults who are afflicted by the disorder.
A master’s curriculum in dyslexia education provides students with specific literacy tools, structured literacy instruction, multisensory teaching, and the Orton-Gillingham Academy (OGA) method. To put what they are learning into practice, students in a dyslexia teaching program also typically complete several hundred hours of supervised practical experiences to prepare for the challenges of the classroom. These programs can also prepare students for professional certifications administered by the Center for Effective Reading Instruction (CERI) and the Academic Language Therapy Association (ALTA), as well a state licensure in states that require it.
Online Master’s in Dyslexia Education Programs
Online master’s programs are designed to offer a more convenient and flexible alternative to campus-based programs. Online master’s programs in dyslexia education provide the same level of instruction as their campus-based counterparts, including supervised practical experiences. However, all or most of the didactic instruction in online programs is delivered via internet-based, learning management systems (LMSs) that stream live and prerecorded lectures and provide a platform for readings and other assignments, exams, and the ability to communicate with instructors and classmates. Online students are able to access course materials from any location at any time as long as they have access to a secure Internet connection.
Prospective students researching programs should be aware that some online master’s programs require students to attend a limited number of campus visits, usually for orientations, workshops, networking, and other activities that benefit from having students together on site. These sessions are generally short in length (i.e., two to three days to a week in length) and are designed to accommodate students who have to travel to attend in person. For online programs that include required campus visits, many schedule these sessions during the summer so working educators can attend.
How OnlineEducation.com Identifies and Classifies Online Master’s in Dyslexia Education Programs
Master’s in Dyslexia Education programs are generally designated as Master of Arts (MA), Master of Education (MEd), or Master of Science (MS) degrees. The dyslexia education curriculum may be central to the program’s curriculum, or it may be a specialization within a larger curriculum and instruction, teaching, or special education program. OnlineEducation.com researches master’s programs and identifies programs that provide focused training and instruction in the principles and practices of dyslexia education. Typical program names include:
- MA in Education – Dyslexia Specialist
- MA in Reading with a Specialization/Certificate in Dyslexia Education
- MEd in Curriculum and Instruction with a Concentration in Literacy Studies and a Certificate in Dyslexia
- MEd in Special Education with and Emphasis in Dyslexia
- MS in Education – Reading Specialist PK-12 with Reading Interventionist Certificate
To be listed on the site, a program must be offered by an accredited, nonprofit college or university and offer all or most of its didactic instruction online. Programs that require more than two campus visits per year are classified as hybrid programs and not listed on the site. However, many online programs in the field do not require any campus visits.
What Students Learn in Online Master’s in Dyslexia Programs
Master’s students in a dyslexia education program study the causes of the disorder, its impacts on learning and literacy, and the array of remediation strategies that can help individuals develop language fluency and literacy skills. Specific areas of study include multisensory learning language, dyslexia screening methods, early intervention strategies, phonology, structured literacy instruction processes, legal and ethical issues in special education, and specific remediation methodologies, such as Language Essentials for Teachers of Reading and Spelling (LETRS), the Wilson Language Training, and the Orton-Gillingham Academy (OGA) method.
To prepare graduates for real-world challenges, most programs include a supervised practicum or internship experience and advanced training in classroom management, lesson planning, program evaluation and improvement, creative approaches to literacy education, and educational technologies. Practicum hours are also helpful in preparing graduates to apply for professional certifications and state licensure.
Note: Prospective students should research the requirements for working with individuals with dyslexia in their state of residence before applying to graduate programs in dyslexia education to ensure the program they choose will provide the training and instruction needed for licensure and certification. Some master’s programs may provide training and instruction in dyslexia education that does not fully prepare graduates for certification in every state, as these requirements vary by state.
Common Courses in Online Master’s in Dyslexia Education Programs
While the names and descriptions of courses and curricular details vary by program, there are a number of topics and subject areas that are common among master’s in dyslexia education programs. The table below provides a representative overview of the types of courses that are included in actual online master’s programs offered by accredited, nonprofit colleges and universities.
| Course Title | Course Description |
|---|---|
| Survey of Dyslexia and Related Learning Disabilities | An exploration of the characteristics of dyslexia, its neurological foundations, its diagnosis and symptomology, and its relationship to other language learning and acquisition disorders. |
| Psychology of language Learning | An exploration of various theories of language learning and literacy, the historical development of learning theories and theorists, and the application of behavioral principles to instructional processes. |
| Reading Interventions for Students with Language-Based Learning Disabilities | Explores research-based reading interventions for students with dyslexia and other language-based learning disabilities (LBLDs), with a focus on assessment strategies, current research, and practical strategies to support the development of phonemic awareness, sound-symbol relationships, and reading fluency. |
| Promoting Early Language Development | An introduction to teaching reading, spelling, handwriting, and basic language skills in young children, with a focus on planning, presentation, and evaluation of instructional sequences for students with dyslexia. |
| Language Development, Differences, and Disorders | A comparative overview of expressive and receptive language development, including phonology, syntax, morphology, semantics, and pragmatics in individuals with and without language-based learning disabilities. |
| Morphological and Syntactical Awareness for the Dyslexic Student | A practicum experience focused on developing a comprehensive instruction plan for dyslexic students, including decoding, encoding, reading comprehension, written expression, study skills, and fluency. |
| Foundations in Developmental Reading | Examines reading foundations and the necessary skills for normal development with an examination of dyslexia and how reading skills are underdeveloped in readers with dyslexia. |
| Executive Function and Study Skills | Explores research-based strategies for teaching study skills that increase and improve executive function in students with language-based learning disabilities. |
| Multisensory Instruction | The use of use of visual, auditory, and kinesthetic/tactile approaches to teaching reading fluency and literacy skills through written language. |
| Expressive Language - Skills and Writing | Explores evidence-based methods for developing expressive language and writing skills by following a hierarchy of skills to create a foundation for fluency in students with dyslexia and other language-based learning disabilities. |
Admissions to Online Master’s in Dyslexia Education Programs
The baseline eligibility requirement for a master’s degree program in dyslexia education is a bachelor’s degree from an accredited college or university. Master’s in Dyslexia Education programs may also require applicants to complete undergraduate coursework in education, developmental psychology, and/or related subjects as a prerequisite for enrollment, and some programs are designed specifically for licensed and certified teachers. Most schools require applicants to meet a minimum cumulative undergraduate GPA, which can range from 2.5 to 3.0 or higher on a four-point scale. Although some programs may offer conditional admittance to students who do not meet minimum published standards.
In addition to academic transcripts and proof of an active teaching license for programs that require it, candidates may also be asked to furnish a personal goals statement, several academic or professional references, a resume or CV, and/or answers to one or more essay question prompts. While scores from standardized graduate exams (i.e., the GRE or MAT tests) are no longer required by many programs, some schools still require applicants to submit test scores or give students the option of submitting test scores if they think their scores will enhance their application.
Online Master’s in Dyslexia Program Format Options
There are several distinct differences in online program formats that prospective applicants may want to consider prior to applying to a program. These include online instruction methods (synchronous vs. asynchronous instruction), enrollment options (full-time vs. part-time), and campus visits. These structural elements can impact the overall learning experience and each is discussed in detail in the sections below.
Synchronous vs. Asynchronous Instruction: Synchronous online instruction takes place in real-time and requires students to log on to a program’s LMS for live virtual lectures and class meetings. In contrast, asynchronous instruction does not have a real-time component. It encompasses a broad range of instruction, including prerecorded lectures and learning modules that can be accessed 24-7, as well as readings, papers, research, online discussion forums, and self-scheduled exams. While all online programs use some form of asynchronous instruction, not all programs utilize synchronous instruction or have live, real-time sessions.
There are advantages to both modes of online instruction. Synchronous instruction provides more structure than asynchronous instruction and may appeal to students who prefer an online learning experience that is more similar to attending campus-based classes. Conversely, asynchronous instruction offers more flexibility and less potential for scheduling conflicts, which may be ideal for students who plan to continue working while pursuing their degree or for students who do not have a set schedule that allows them to routinely attend live scheduled online classes. However, asynchronous instruction may not be ideal for all students, especially those who benefit from live interactions with classmates and professors and those that need more structure to keep up with class readings and assignments.
Part-Time vs. Full-Time Enrollment: A typical master’s program can be completed in less than two years and sometimes in as few as 12 months by full-time students who can devote up to 40 or more hours per week to school when classes are in session. However, that may not be practical for online master’s students, particularly students who intend to continue working while earning their degree. Because online master’s programs are often pursued by working professionals looking to advance their career while they continue to work, many online programs offer flexible or part-time enrollment options.
Students who opt for part-time enrollment take fewer courses per term, which means part-time students take longer to earn their degree. While full-time students may earn their degree in one to two years, part-time students typically take two to three (or four) years to earn their degree. Programs that use alternative academic calendars with more than three (semester system) or four (quarter system) terms per year may allow students to take fewer courses per term and still graduate in two years, assuming they take courses year-round.
Campus Visits: There are Master’s in Dyslexia Education programs that are 100% online and do not require any campus visits. Students in a fully online program may still have to engage in site-based learnings in order to fulfill practicum requirements, but all of their didactic instruction takes place online. In addition, most online programs allow students to complete practicum hours at a location within commuting distance to their place of residence, assuming one can be found that is approved by the program.
There are also programs that incorporate campus visits into their required curriculum, typically for orientations, workshops, networking events, and other activities that benefit from having students together on campus. Campus visits can be a valuable addition to the online learning experience, but they also require travel and lodging costs for students who do not live near the school they are attending, and these costs are typically not included in a program’s base tuition and fees. Potential applicants should review program requirements carefully to ensure they understand any travel requirements before applying.