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The Literacy Studies Ph.D. Program at Middle Tennessee State University is designed to address one of education's most pressing needs—the shortage of scholars, practitioners, administrators, and policy-makers equipped to bridge the gap between the rapidly expanding body of scientific research on the development of literacy and educational practice, policy, and professional preparation. Drawing on the faculty from the College of Education, the College of Behavioral and Health Sciences, and the College of Liberal Arts, this interdisciplinary program offers a flexible framework of courses, field experiences, teaching, and research opportunities designed to provide professionals in various spheres of influence with the essential knowledge, skills, and abilities to effectively address the literacy crisis in the United States and beyond.

What We're Doing

Tammy Hutchings

Literacy Studies program deepens speech-language pathologist knowledge in field 

As a speech-language pathologist (SLP) in the public-school setting, Tammy Hutchings’ primary role is to help students communicate more effectively. She credits the knowledge she gained in MTSU’s Literacy Studies Ph.D. Program for helping her approach her role as an SLP differently. “The trainings and interactions with experts in the field have deepened my knowledge and awareness. I have learned how language and literacy are intertwined,” she said. “Language is the basis of literacy development and a child’s literacy growth is dependent upon language. This is something I didn’t understand prior to my training in the Literacy Studies program.” Hutchings said she also feels more “professionally equipped” with knowledge than ever before. “… I dig a little deeper than I did previously. I want to investigate where the breakdown with the language occurs to bring this information to classroom teachers and help develop a plan to improve their ability to comprehend text.” Read more here. 

Student co-authors study that finds surprising information about teachers' literacy knowledge

Student co-authors study that finds surprising information about teachers' literacy knowledge

Susan Porter, a student in the Literacy Studies ​Ph.D. Program, recently co-authored a study of educators in a variety of specialties in the primary grades and their literacy knowledge. Classroom teachers, reading interventionists and special educators took a 50-item test to assess that knowledge. Porter said researchers discovered that special educators displayed the lowest level of knowledge, even though they deal with students who have the most severe problems with reading. “Special educators deal with a wide range of students with disabilities, not just academic but also behavioral,” Porter said. “So when you’re preparing a teacher for special education, there’s not a way to know exactly the range of disabilities that they’re going to work with, so it’s a very broad program.” Read the full interview here. 

Related Media

  • "Out of the Blue" with Katie Schrodt: Family Literacy Research

    "Out of the Blue" with Katie Schrodt: Family Literacy Research

  • From MTSU On the Record: Student-Centeredness by School Librarians with Dr. Karen Reed

    From MTSU On the Record: Student-Centeredness by School Librarians with Dr. Karen Reed

 
 
 

Graduates from the Literacy Studies Ph.D. Program may be employed in a variety of professional positions. Examples include, but are not limited to

  • College/university faculty
  • Leaders in literacy reform
  • Materials/test developers at publishing companies
  • Professionals at federal/state/local education agencies
  • Researchers
  • School consultants
  • Teacher trainers

Employers of MTSU Literacy Studies Ph.D. program alumni include

  • Austin Peay State University
  • Clarksville-Montgomery County Schools
  • Coastal Carolina Community College
  • Colorado Department of Education
  • Gestalt Community Schools
  • Huntsville, Alabama, City Schools
  • Lebanon Special School District
  • Lipscomb University
  • MTSU College of Education
  • MTSU Center for the Study and Treatment of Dyslexia
  • MTSU James E. Walker Library
  • MTSU University Studies
  • New Hope Academy
  • Rutherford County Schools
  • Self-Employed
  • Sumner County Schools
  • Tennessee Department of Education
  • Tullahoma City Schools

MTSU’s College of Education offers the Doctor of Philosophy (Ph.D.) in Literacy Studies. Effective Fall 2019 this program will be a 75-hour, post-bachelor's, interdisciplinary program with faculty from the College of Education, the College of Behavioral and Health Sciences, and the College of Liberal Arts. (Applicants holding a master's degree may transfer up to 15 credit hours with approval) Within the new program are three concentrations:

  • Literacy Instruction and Staff Development
  • Reading Disabilities/Dyslexia
  • Literacy Measurement and Analysis

Admission to the program is based on qualifications including GRE scores, GPA, letters of recommendation, professional experience, career goals, and ability to communicate orally and in writing. Currently the program admits students in fall semester only. February 1 is the deadline for priority consideration for admission and graduate assistantships. General application for fall admission must be submitted by June 1.

The Literacy Studies Ph.D. Program is prepared to supply a limited number of graduate assistantships to qualified applicants. Two types are available:  full-time and part-time assistantships. The full-time assistantship provides full tuition plus a stipend of $14,000 per year and requires 20 hours of work commitment per week. The part-time assistantship provides half tuition plus a stipend of $7,000 per year and requires 10 hours of hours of work commitment per week. Apply now using the application form.

For complete curriculum details, click on the REQUIREMENTS button to the right.  

Other graduate degrees

The College of Education also offers a Doctor of Education (Ed.D.) in Assessment, Learning, and Student Success [Ed.D].

Literacy Studies, Literacy Instruction and Staff Development Concentration, Ph.D.

Literacy Studies, Literacy Instruction and Staff Development Concentration, Ph.D.

Amy Elleman, Program Director
(615) 904-8434
literacy@mtsu.edu

The Ph.D. in Literacy Studies with a concentration in Literacy Instruction and Staff Development is an interdisciplinary program drawing on faculty from the colleges of Education, Behavioral and Health Sciences, and Liberal Arts. The program offers a flexible framework of courses, field experiences, and research opportunities designed to provide professionals in various spheres of influence with the knowledge, skills, and abilities to effectively address the literacy and learning crisis in the United States.

Applicants with bachelor's or master's degrees in a variety of disciplines are eligible for admission. Typically, a successful student will hold formal qualifications related to some area of PK-12 educational practice. Applicants holding a master's degree may transfer up to 15 credit hours with approval.

A student with a bachelor's degree interested in obtaining a master's degree in Psychology (M.A.) or  Literacy (M. Ed.) while pursuing the Ph.D. will need to consult with the program director and the respective departments to understand the additional requirements. Applicants lacking necessary foundational coursework in previous degrees will be required to complete some remedial courses as part of their program of study in addition to the degree requirements.

Admission Requirements

Admissions are based on a comprehensive assessment of a candidate's qualifications including Graduate Record Examination (GRE) scores, undergraduate and graduate grade point average, letters of recommendation, prior professional experiences, and application essay.

Applicants are expected to have a minimum grade point average (GPA) of 3.50 in master's coursework or 2.75 for a post-bachelor's applicant.

Currently, the program admits students in Fall semester only. All students in the graduate program will be expected to satisfy a residency requirement.

Application Procedures

All application materials are to be submitted to the College of Graduate Studies.

Applicant must submit

  1. application with the appropriate application fee (online at www.mtsu.edu/graduate/apply.php). Once this initial application has been accepted, the applicant will receive directions on how to enter the graduate portal to be able to submit other materials.
  2. official transcripts certifying coursework from each college or university attended (a minimum GPA of 3.5 in master's coursework or 2.75 for a post-bachelor's applicant is required for admission to program);
  3. a current curriculum vitae showing at least three (3) years of documented professional experience;
  4. a 700 - 1000 word essay explaining how background and objectives relate to the program's purpose;
  5. three (3) letters of recommendation from professionals who can address the applicant's interest in literacy and potential for successfully completing a doctoral program;
  6. recent GRE scores (within the last five years); preferred minimum scores are Verbal 156, Quantitative 144, and a 4.5 on Analytical Writing.

Degree Requirements

The Doctor of Philosophy (Ph.D.) in Literacy Studies with a concentration in Literacy Instruction and Staff Development requires completion of 75-87 semester hours with at least 70 percent at the 7000 level. Candidates are required to complete and successfully defend a research-based dissertation.

Curriculum: Literacy Studies, Literacy Instruction and Staff Development

The following illustrates the minimum coursework requirements. In addition, a maximum of 24 hours of dissertation research may be required to fulfill degree requirements.

Major Core (36 hours)

  • LITS 7010 - Literacy Development and Language Learning

    3credit hours

    Prerequisite: Permission of instructor. Provides an overview of the basic concepts, scope, and methodology of literacy development. Topics and issues in current literacy development are addressed while discussing major theoretical models, cognitive processes, sociocultural factors, and current methodologies. Explores the relation between literacy development and language learning.

  • LITS 7011 - Neurobiology of Language and Literacy

    3credit hours

    Prerequisite: CDIS 6000 or ENGL 7651 and permission of department. Advanced introduction to the functional anatomy of language acquisition, perception, comprehension, and production. Contemporary anatomical and functional neuroimaging techniques in research and clinical applications.

  • LITS 7100 - Historical Issues, Trends, and Methodologies in Literacy

    3credit hours

    Prerequisite: Permission of department. Explores historical and emerging trends and issues related to literacy research methods, processes, and practices. Examines historical trends in theories of literacy development; linguistic, sociocultural, and instructional influences on literacy development; and development in academically diverse children.

  • LITS 7110 - Models of Literacy Assessment

    3credit hours

    Prerequisite: Permission of department. Examines frames of reference within which approaches to diagnostic and achievement testing reside. Topics include grade level achievement models, discrepancy models, curriculum-based assessment, process models, and value-added models.

  • LITS 7120 - Professional Seminar in Graduate Studies

    3credit hours

    Prerequisite: Permission of department. Examines the key components for success in graduate school and the skills needed for succeeding in academia. Offers broad survey of the skills (e.g., writing, publishing, ethics, etc.) and practices critical for completing graduate school.

  • LITS 7130 - Literacy in the Socio-Cultural Context

    3credit hours

    Prerequisite: CDIS 6000 or ENGL 7651. Exploration of how language and socialization patterns within families of various cultural groups (ie., Latinos, Asian Americans, African Americans, and Native Americans) may influence acquisition of literacy skills and performance in literacy instruction.

  • LITS 7140 - Research, Design and Methodology in Literacy

    3credit hours

    Prerequisite: Permission of department. Integrated review of current and historical designs and methodologies in literacy research. Analysis of theoretical principles and underlying assumptions will be addressed.

  • LITS 7200 - Practicum in Literacy Studies  1 to 3 credit hours  
    (3 credit hours)(3 credit hours required)  dotslash:(3 credit hours required) title:(3 credit hours) 
    (3 credit hours required) 

    LITS 7200 - Practicum in Literacy Studies

    1 to 3credit hours

    Prerequisite: Admission to the program; good academic standing; completion of at least 20 hours of core coursework;  Practicum Contract forms; permission of department. Field-based experiences, in as many as three settings, selected by the student in collaboration with the program advisor. Purpose is to expand the student's world view of a career path/field as one connected to literacy issues across a spectrum of disciplines.

  • LITS 7210 - Evidence-Based Methods of Literacy Development

    3credit hours

    Prerequisite: Permission of department. Explores context that spawned the evidence-based movement and the founding of What Works Clearinghouse. Evaluation of instructional programs and methods for reading and spelling within the framework of scientifically based evidence of effectiveness.

  • PSY 7280 - Psychological Statistics: Regression  3 credit hours  
    ANDAND  dotslash:AND title:AND 
    AND 

    PSY 7280 - Psychological Statistics: Regression

    3credit hours

    Prerequisite: PSY 3020 or equivalent or admission to Psychology graduate program. Corequisite: PSY 7281. Survey of theoretical and practical aspects of multiple regression as typically used by psychologists. Simple and multiple regression through model comparison approach in the general linear model paradigm. Laboratory included.

  • PSY 7290 - Psychological Statistics: ANOVA  3 credit hours  
    ANDAND  dotslash:AND title:AND 
    AND 

    PSY 7290 - Psychological Statistics: ANOVA

    3credit hours

    Prerequisite: PSY 3020 or equivalent or admission to Psychology graduate program. Corequisite: PSY 7291. Review of basic statistics. Scientific quantification, research design, and statistical analysis from the perspective of analysis of variance: one-way, factorial, repeated measures, and mixed designs. Laboratory included.

Literacy Instruction and Staff Development Concentration ( 12 hours)

NOTE: Courses listed here are examples of those deemed appropriate. This list is not exhaustive. Substitutions may be arranged with the permission of a student's program advisor.

  • CDIS 6000 - Speech, Language, and Literacy Development

    3credit hours

    Addresses the acquisition of English as a first language. Acquisition of language and its subsystems detailed; competing theoretical explanations presented.

  • ELED 7220 - Seminar in Elementary Education

    1 to 3credit hours

    Explores contemporary issues in education as they relate to individual teaching and learning. Designed to be a forum for discussion and practical application of current educational research.

  • ELED 7250 - From Policy to Practice in American Public Schools

    3credit hours

    The effect of public policy on educational practices. Emphasis on exploring policy variations within the educational practices in the U.S. and around the world with a particular emphasis on elementary education.

  • ELED 7350 - Introduction to Qualitative Methods

    3credit hours

    An overview of qualitative research methods in the field of education. ELED 7350 offers candidates field experience to collect data for analysis and interpretation.

  • LITS 7150 - Multilingualism and Literacy

    3credit hours

    Prerequisite: Permission of department. Explores the relationship between multilingualism and literacy and the interplay of the dominant forces involved in shaping this often vexed relationship. Focuses on the impact of multilingualism on literacy acquisition in the North American context as well as the role of U.S. educational policies and societal attitudes on multilingual literacy development.

  • LITS 7021 - Cognitive Neuropsychology of Literacy

    3credit hours

    Prerequisite: LITS 7011. Reviews, methods, models, and findings of cognitive neuropsychology and their application to issues in literacy. Provides a conceptual framework for understanding the organization of cognitive abilities with an emphasis on reading, writing, and spelling.

  • READ 6000 - Foundations of Literacy

    3credit hours

    Prerequisite: A reading methods or literacy course. Planning and developing a reading program through extensive reading in the field and seminar participation. Special emphasis on the reading process.

  • READ 6710 - Adolescent Literacy

    3credit hours

    Approaches to effective literacy enhancement in middle and secondary school programs. Suggestions for meeting the literacy needs of typical and atypical adolescent literacy learners.

  • READ 6730 - Curriculum and Supervision of Literacy Instruction

    3credit hours

    The role of the reading specialist. Focuses on preparing reading specialists to work with students and adults in school settings. Planning in-service presentations, grant writing, critiquing materials, and effective reading programs explored.

  • READ 6750 - Research in Literacy

    3credit hours

    Prerequisite: READ 6000, its equivalent, or permission of the instructor. An investigation of significant research related to reading with emphasis on classroom practices, group analysis, and individual study. (Available on permission-of-department basis only.)

  • READ 6760 - Early Literacy  3 credit hours  

    READ 6760 - Early Literacy

    3credit hours

    A methods course that concentrates on beginning reading and emergent literacy issues in developing reading and writing.

  • SPSE 6140 - Teacher Leadership for School Improvement

    3credit hours

    Assessing standard teaching practices, analyzing the relationship between effective teaching and effective schools, and developing strategies for instructional and school improvement. Includes experiences to help students become more reflective in their daily teaching.

  • SPSE 6800 - Curriculum Design and Instruction for ELs

    3credit hours

    Analysis of curriculum models for instruction in the EL classroom. Considers elements of differentiated instruction, transformative literacy frameworks, and standards-based content in lesson planning, embedded assessment tasks, and units plans with appropriate accommodations and adjustments for second language learners. Fieldwork required.

  • SPSE 6900 - Online Learning and Instructional Design

    3credit hours

    Assessment of effectiveness and efficiency of various learning systems and learning modules. Stresses need for systematic approaches to instruction. Practice in stating behavioral objectives, motivation, adaptation, evaluation, and systems assessment in which media are utilized as integral parts of learning modules.

 

  • PSY 6530 - The Psychology of Reading and Reading Development  3 credit hours  
    OROR  dotslash:OR title:OR 
    OR 

    PSY 6530 - The Psychology of Reading and Reading Development

    3credit hours

    Overview of the cognitive processes involved in reading. The structure of both oral and written language; cognitive mechanisms in reading; language development and the acquisition of reading skills; developmental and acquired disorders of language and reading.

  • PSY 7530 - The Psychology of Reading and Reading Development

    3credit hours

    Overview of the cognitive processes involved in reading. The structure of both oral and written language; cognitive mechanisms in reading; language development and the acquisition of reading skills; developmental and acquired disorders of language and reading.

Electives (15 hours)

Choose 15 hours in consultation with the academic advisor.

Dissertation (12-24 hours)

  • LITS 7640 - Dissertation Research  1 to 12 credit hours  
    12 hours required(12 credit hours required)  dotslash:(12 credit hours required) title:12 hours required 
    (12 credit hours required) 

    LITS 7640 - Dissertation Research

    1 to 12credit hours

    Prerequisite: Permission of department. Selection of a research problem, review of pertinent literature, collection and analysis of data, and composition of dissertation. Once enrolled, student should register for at least one credit hour of doctoral research each semester until completion. S/U grading.

Literacy Studies, Literacy Measurement and Analysis Concentration, Ph.D.

Literacy Studies, Literacy Measurement and Analysis Concentration, Ph.D.

Amy Elleman, Program Director
(615) 904-8434
literacy@mtsu.edu

The Ph.D. in Literacy Studies with a concentration in Literacy Measurement and Analysis is an interdisciplinary program drawing on faculty from the colleges of Education, Behavioral and Health Sciences, and Liberal Arts. The program offers a flexible framework of courses, field experiences, and research opportunities designed to provide professionals in various spheres of influence with the knowledge, skills, and abilities to effectively address the literacy and learning crisis in the United States.

Applicants with bachelor's or master's degrees in a variety of disciplines are eligible for admission. Typically, a successful student will hold formal qualifications related to some area of PK-12 educational practice. Applicants holding a master's degree may transfer up to 15 credit hours with approval.

A student with a bachelor's degree interested in obtaining a master's degree in Psychology (M.A.) or  Literacy (M. Ed.) while pursuing the Ph.D. will need to consult with the program director and the respective departments to understand the additional requirements. Applicants lacking necessary foundational coursework in previous degrees will be required to complete some remedial courses as part of their program of study in addition to the degree requirements.

Admission Requirements

Admissions are based on a comprehensive assessment of a candidate's qualifications including Graduate Record Examination (GRE) scores, undergraduate and graduate grade point average, letters of recommendation, prior professional experiences, and application essay.

Applicants are expected to have a minimum grade point average (GPA) of 3.50 in master's coursework or 2.75 for a post-bachelor's applicant.

Currently, the program admits students in Fall semester only. All students in the graduate program will be expected to satisfy a residency requirement.

Application Procedures

All application materials are to be submitted to the College of Graduate Studies.

Applicant must submit

  1. application with the appropriate application fee (online at www.mtsu.edu/graduate/apply.php). Once this initial application has been accepted, the applicant will receive directions on how to enter the graduate portal to be able to submit other materials.
  2. official transcripts certifying coursework from each college or university attended (a minimum GPA of 3.5 in master's coursework or 2.75 for a post-bachelor's applicant is required for admission to program);
  3. a current curriculum vitae showing at least three (3) years of documented professional experience;
  4. a 700 - 1000 word essay explaining how background and objectives relate to the program's purpose;
  5. three (3) letters of recommendation from professionals who can address the applicant's interest in literacy and potential for successfully completing a doctoral program;
  6. recent GRE scores (within the last five years); preferred minimum scores are Verbal 156, Quantitative 144, and a 4.5 on Analytical Writing.

Degree Requirements

The Doctor of Philosophy (Ph.D.) in Literacy Studies with a concentration in Literacy Measurement and Analysis requires completion of 75-87 semester hours with at least 70 percent at the 7000 level. Candidates are required to complete and successfully defend a research-based dissertation.

Curriculum: Literacy Studies, Literacy Measurement and Analysis

The following illustrates the minimum coursework requirements. In addition, a maximum of 24 hours of dissertation research may be required to fulfill degree requirements.

Major Core (36 hours)

  • LITS 7010 - Literacy Development and Language Learning

    3credit hours

    Prerequisite: Permission of instructor. Provides an overview of the basic concepts, scope, and methodology of literacy development. Topics and issues in current literacy development are addressed while discussing major theoretical models, cognitive processes, sociocultural factors, and current methodologies. Explores the relation between literacy development and language learning.

  • LITS 7011 - Neurobiology of Language and Literacy

    3credit hours

    Prerequisite: CDIS 6000 or ENGL 7651 and permission of department. Advanced introduction to the functional anatomy of language acquisition, perception, comprehension, and production. Contemporary anatomical and functional neuroimaging techniques in research and clinical applications.

  • LITS 7100 - Historical Issues, Trends, and Methodologies in Literacy

    3credit hours

    Prerequisite: Permission of department. Explores historical and emerging trends and issues related to literacy research methods, processes, and practices. Examines historical trends in theories of literacy development; linguistic, sociocultural, and instructional influences on literacy development; and development in academically diverse children.

  • LITS 7110 - Models of Literacy Assessment

    3credit hours

    Prerequisite: Permission of department. Examines frames of reference within which approaches to diagnostic and achievement testing reside. Topics include grade level achievement models, discrepancy models, curriculum-based assessment, process models, and value-added models.

  • LITS 7120 - Professional Seminar in Graduate Studies

    3credit hours

    Prerequisite: Permission of department. Examines the key components for success in graduate school and the skills needed for succeeding in academia. Offers broad survey of the skills (e.g., writing, publishing, ethics, etc.) and practices critical for completing graduate school.

  • LITS 7130 - Literacy in the Socio-Cultural Context

    3credit hours

    Prerequisite: CDIS 6000 or ENGL 7651. Exploration of how language and socialization patterns within families of various cultural groups (ie., Latinos, Asian Americans, African Americans, and Native Americans) may influence acquisition of literacy skills and performance in literacy instruction.

  • LITS 7140 - Research, Design and Methodology in Literacy

    3credit hours

    Prerequisite: Permission of department. Integrated review of current and historical designs and methodologies in literacy research. Analysis of theoretical principles and underlying assumptions will be addressed.

  • LITS 7200 - Practicum in Literacy Studies  1 to 3 credit hours  
    (3 credit hours required)(3 credit hours required)  dotslash:(3 credit hours required) title:(3 credit hours required) 
    (3 credit hours required) 

    LITS 7200 - Practicum in Literacy Studies

    1 to 3credit hours

    Prerequisite: Admission to the program; good academic standing; completion of at least 20 hours of core coursework;  Practicum Contract forms; permission of department. Field-based experiences, in as many as three settings, selected by the student in collaboration with the program advisor. Purpose is to expand the student's world view of a career path/field as one connected to literacy issues across a spectrum of disciplines.

  • LITS 7210 - Evidence-Based Methods of Literacy Development

    3credit hours

    Prerequisite: Permission of department. Explores context that spawned the evidence-based movement and the founding of What Works Clearinghouse. Evaluation of instructional programs and methods for reading and spelling within the framework of scientifically based evidence of effectiveness.

 

  • PSY 7280 - Psychological Statistics: Regression  3 credit hours  
    ANDAND  dotslash:AND title:AND 
    AND 

    PSY 7280 - Psychological Statistics: Regression

    3credit hours

    Prerequisite: PSY 3020 or equivalent or admission to Psychology graduate program. Corequisite: PSY 7281. Survey of theoretical and practical aspects of multiple regression as typically used by psychologists. Simple and multiple regression through model comparison approach in the general linear model paradigm. Laboratory included.

  • PSY 7290 - Psychological Statistics: ANOVA  3 credit hours  
    ANDAND  dotslash:AND title:AND 
    AND 

    PSY 7290 - Psychological Statistics: ANOVA

    3credit hours

    Prerequisite: PSY 3020 or equivalent or admission to Psychology graduate program. Corequisite: PSY 7291. Review of basic statistics. Scientific quantification, research design, and statistical analysis from the perspective of analysis of variance: one-way, factorial, repeated measures, and mixed designs. Laboratory included.

Literacy Measurement and Analysis Concentration (12 hours)

NOTE: Courses listed here are examples of those deemed appropriate. This list is not exhaustive. Substitutions may be arranged with the permission of a student's program advisor.

  • HHP 7030 - Research Seminar in Human Performance

    3credit hours

    Current problems, issues, trends, and research in human performance; selected lectures, reports, and class discussion.

  • INFS 5790 - Database Design and Development

    3credit hours

    Prerequisite: 6 hours of information systems. Fundamental concepts: conventional data systems, integrated management information systems, database structure systems, data integration, complex file structure, online access systems. Emphasis on total integrated information systems database and database management languages.

  • LITS 7150 - Multilingualism and Literacy

    3credit hours

    Prerequisite: Permission of department. Explores the relationship between multilingualism and literacy and the interplay of the dominant forces involved in shaping this often vexed relationship. Focuses on the impact of multilingualism on literacy acquisition in the North American context as well as the role of U.S. educational policies and societal attitudes on multilingual literacy development.

  • PSY 6560 - Computer-Based Statistical Packages

    3credit hours

    Prerequisite: PSY 3020 or equivalent. History, principles, and skills of data analysis, using major statistical packages.

  • PSY 7210 - Advanced Psychometrics

    3credit hours

    Prerequisites: PSY 6280, HHP 6700, or equivalent. Classical test theory and item response theory. Model, assumptions, and problems of classical test theory. Mathematical modeling, parameter estimating, and adaptive testing procedures using item response theory. Both theories utilized for test construction.

  • PSY 7550 - Structural Equation Modeling

    3credit hours

    Prerequisites: PSY 6280, HHP 6700, or equivalent. Structural equation modeling. Review of correlation, multiple regression, and path analysis. Conceptual review of measurement and structural (latent) models. Model specification, estimation, goodness of fit, and power of structural equation models. Relevant computer programs.

  • PSY 7580 - Multivariate Data Analysis

    3credit hours

    Prerequisites: PSY 6280, HHP 6700, or equivalent. Surveys each of the major multivariate data analysis techniques, with main focus on their application. Nature, power, procedure, computer programming, interpretation, and limitations of each.

  • PSY 7585 - Test Construction and Validation

    3credit hours

    Prerequisite: PSY 6280. Surveys principles in item and test construction. Actual development of items and tests in the student's own field and validation of the items and tests through both classical test theory and item response theory.

Electives (15 hours)

Choose 15 hours in consultation with the academic advisor.

Dissertation (12-24 hours)

  • LITS 7640 - Dissertation Research  1 to 12 credit hours  
    12 credit hours required(12 credit hours required)  dotslash:(12 credit hours required) title:12 credit hours required 
    (12 credit hours required) 

    LITS 7640 - Dissertation Research

    1 to 12credit hours

    Prerequisite: Permission of department. Selection of a research problem, review of pertinent literature, collection and analysis of data, and composition of dissertation. Once enrolled, student should register for at least one credit hour of doctoral research each semester until completion. S/U grading.

Literacy Studies, Reading Disabilities and Dyslexia Concentration, Ph.D.

Literacy Studies, Reading Disabilities and Dyslexia Concentration, Ph.D.

Amy Elleman, Program Director
(615) 904-8434
literacy@mtsu.edu

The Ph.D. in Literacy Studies with a concentration in Reading Disabilities and Dyslexia is an interdisciplinary program drawing on faculty from the colleges of Education, Behavioral and Health Sciences, and Liberal Arts. The program offers a flexible framework of courses, field experiences, and research opportunities designed to provide professionals in various spheres of influence with the knowledge, skills, and abilities to effectively address the literacy and learning crisis in the United States.

Applicants with bachelor's or master's degrees in a variety of disciplines are eligible for admission. Typically, a successful student will hold formal qualifications related to some area of PK-12 educational practice. Applicants holding a master's degree may transfer up to 15 credit hours with approval.

A student with a bachelor's degree interested in obtaining a master's degree in Psychology (M.A.) or  Literacy (M. Ed.) while pursuing the Ph.D. will need to consult with the program director and the respective departments to understand the additional requirements. Applicants lacking necessary foundational coursework in previous degrees will be required to complete some remedial courses as part of their program of study in addition to the degree requirements.

Admission Requirements

Admissions are based on a comprehensive assessment of a candidate's qualifications including Graduate Record Examination (GRE) scores, undergraduate and graduate grade point average, letters of recommendation, prior professional experiences, and application essay.

Applicants are expected to have a minimum grade point average (GPA) of 3.50 in master's coursework or 2.75 for a post-bachelor's applicant.

Currently, the program admits students in Fall semester only. All students in the graduate program will be expected to satisfy a residency requirement.

Application Procedures

All application materials are to be submitted to the College of Graduate Studies.

Applicant must submit

  1. application with the appropriate application fee (online at www.mtsu.edu/graduate/apply.php);
  2. official transcripts certifying coursework from each college or university attended (a minimum GPA of 3.5 in master's coursework or 2.75 for a post-bachelor's applicant is required for admission to program);
  3. a current curriculum vitae showing at least three (3) years of documented professional experience;
  4. a 700 - 1000 word essay explaining how his/her background and objectives relate to the program's purpose;
  5. three (3) letters of recommendation from professionals who can address the applicant's interest in literacy and potential for successfully completing a doctoral program;
  6. recent GRE scores (within the last five years); preferred minimum scores are Verbal 156, Quantitative 144, and a 4.5 on Analytical Writing.

Degree Requirements

The Doctor of Philosophy (Ph.D.) in Literacy Studies with a concentration in Reading Disabilities/Dyslexia requires completion of 75-87 semester hours with at least 70 percent at the 7000 level. Candidates are required to complete and successfully defend a research-based dissertation.

Curriculum: Literacy Studies, Reading Disabilities and Dyslexia

The following illustrates the minimum coursework requirements. In addition, a maximum of 24 hours of dissertation research may be required to fulfill degree requirements.

Major Core (36 hours)

  • LITS 7010 - Literacy Development and Language Learning

    3credit hours

    Prerequisite: Permission of instructor. Provides an overview of the basic concepts, scope, and methodology of literacy development. Topics and issues in current literacy development are addressed while discussing major theoretical models, cognitive processes, sociocultural factors, and current methodologies. Explores the relation between literacy development and language learning.

  • LITS 7011 - Neurobiology of Language and Literacy

    3credit hours

    Prerequisite: CDIS 6000 or ENGL 7651 and permission of department. Advanced introduction to the functional anatomy of language acquisition, perception, comprehension, and production. Contemporary anatomical and functional neuroimaging techniques in research and clinical applications.

  • LITS 7100 - Historical Issues, Trends, and Methodologies in Literacy

    3credit hours

    Prerequisite: Permission of department. Explores historical and emerging trends and issues related to literacy research methods, processes, and practices. Examines historical trends in theories of literacy development; linguistic, sociocultural, and instructional influences on literacy development; and development in academically diverse children.

  • LITS 7110 - Models of Literacy Assessment

    3credit hours

    Prerequisite: Permission of department. Examines frames of reference within which approaches to diagnostic and achievement testing reside. Topics include grade level achievement models, discrepancy models, curriculum-based assessment, process models, and value-added models.

  • LITS 7120 - Professional Seminar in Graduate Studies

    3credit hours

    Prerequisite: Permission of department. Examines the key components for success in graduate school and the skills needed for succeeding in academia. Offers broad survey of the skills (e.g., writing, publishing, ethics, etc.) and practices critical for completing graduate school.

  • LITS 7130 - Literacy in the Socio-Cultural Context

    3credit hours

    Prerequisite: CDIS 6000 or ENGL 7651. Exploration of how language and socialization patterns within families of various cultural groups (ie., Latinos, Asian Americans, African Americans, and Native Americans) may influence acquisition of literacy skills and performance in literacy instruction.

  • LITS 7140 - Research, Design and Methodology in Literacy

    3credit hours

    Prerequisite: Permission of department. Integrated review of current and historical designs and methodologies in literacy research. Analysis of theoretical principles and underlying assumptions will be addressed.

  • LITS 7200 - Practicum in Literacy Studies  1 to 3 credit hours  
    (3 credit hours)(3 credit hours required)  dotslash:(3 credit hours required) title:(3 credit hours) 
    (3 credit hours required) 

    LITS 7200 - Practicum in Literacy Studies

    1 to 3credit hours

    Prerequisite: Admission to the program; good academic standing; completion of at least 20 hours of core coursework;  Practicum Contract forms; permission of department. Field-based experiences, in as many as three settings, selected by the student in collaboration with the program advisor. Purpose is to expand the student's world view of a career path/field as one connected to literacy issues across a spectrum of disciplines.

  • LITS 7210 - Evidence-Based Methods of Literacy Development

    3credit hours

    Prerequisite: Permission of department. Explores context that spawned the evidence-based movement and the founding of What Works Clearinghouse. Evaluation of instructional programs and methods for reading and spelling within the framework of scientifically based evidence of effectiveness.

  • PSY 7280 - Psychological Statistics: Regression  3 credit hours  
    ANDAND  dotslash:AND title:AND 
    AND 

    PSY 7280 - Psychological Statistics: Regression

    3credit hours

    Prerequisite: PSY 3020 or equivalent or admission to Psychology graduate program. Corequisite: PSY 7281. Survey of theoretical and practical aspects of multiple regression as typically used by psychologists. Simple and multiple regression through model comparison approach in the general linear model paradigm. Laboratory included.

 

  • PSY 7290 - Psychological Statistics: ANOVA  3 credit hours  
    ANDAND  dotslash:AND title:AND 
    AND 

    PSY 7290 - Psychological Statistics: ANOVA

    3credit hours

    Prerequisite: PSY 3020 or equivalent or admission to Psychology graduate program. Corequisite: PSY 7291. Review of basic statistics. Scientific quantification, research design, and statistical analysis from the perspective of analysis of variance: one-way, factorial, repeated measures, and mixed designs. Laboratory included.

Reading Disabilities/Dyslexia Concentration (12 hours)

NOTE: Courses listed here are examples of those deemed appropriate. This list is not exhaustive. Substitutions may be arranged with the permission of a student's program advisor.

  • CDIS 6000 - Speech, Language, and Literacy Development

    3credit hours

    Addresses the acquisition of English as a first language. Acquisition of language and its subsystems detailed; competing theoretical explanations presented.

  • ELED 7350 - Introduction to Qualitative Methods

    3credit hours

    An overview of qualitative research methods in the field of education. ELED 7350 offers candidates field experience to collect data for analysis and interpretation.

  • LITS 7021 - Cognitive Neuropsychology of Literacy

    3credit hours

    Prerequisite: LITS 7011. Reviews, methods, models, and findings of cognitive neuropsychology and their application to issues in literacy. Provides a conceptual framework for understanding the organization of cognitive abilities with an emphasis on reading, writing, and spelling.

  • LITS 7150 - Multilingualism and Literacy

    3credit hours

    Prerequisite: Permission of department. Explores the relationship between multilingualism and literacy and the interplay of the dominant forces involved in shaping this often vexed relationship. Focuses on the impact of multilingualism on literacy acquisition in the North American context as well as the role of U.S. educational policies and societal attitudes on multilingual literacy development.

  • PSY 6050 - Psychological Testing

    3credit hours

    Prerequisite: PSY 3020 or equivalent. Modern practices in test construction, selection, and application; legal guidelines, reliability, and validity. Intelligence, abilities, interests, attitudes, values, and personality testing. Students required to participate as examiners and subjects in administering, scoring, profiling, and in making predictions based on test results.

  • PSY 6190 - Advanced Cognitive Psychology

    3credit hours

    Topic-oriented overview of cognitive psychology. Models of attention, perception, memory, language, reasoning, problem solving, and decision making. Issues in cognitive development and cognitive neuropsychology.

  • PSY 6750 - Psychology and Assessment of Learning Disabilities

    3credit hours

    Prerequisite: PSY 6100; corequisite: PSY 6760. Characteristics and biological bases of learning disabilities. Assessment methods including normative measures and CBMs, RTI, evidence-based interventions, as well as consultation strategies related to working with children with learning disabilities.

  • READ 6750 - Research in Literacy

    3credit hours

    Prerequisite: READ 6000, its equivalent, or permission of the instructor. An investigation of significant research related to reading with emphasis on classroom practices, group analysis, and individual study. (Available on permission-of-department basis only.)

 

  • DYST 6010 - Identifying Students with Dyslexia and Other Reading Difficulties  3 credit hours  
    OROR  dotslash:OR title:OR 
    OR 

    DYST 6010 - Identifying Students with Dyslexia and Other Reading Difficulties

    3credit hours

    Prerequisites: Permission of the instructor and DYST 6000. Details the profile of dyslexia and other reading disabilities. Develops competency in choosing appropriate testing batteries for identification, administering valid and reliable measures, and interpreting and communicating the results. Outlines how to use assessment data to plan instruction and monitor progress.

  • DYST 7010 - Identifying Students with Dyslexia and Other Reading Difficulties

    3credit hours

    Prerequisites: Permission of the instructor and DYST 7000. Details the profile of dyslexia and other reading disabilities. Develops competency in choosing appropriate testing batteries for identification, administering valid and reliable measures, and interpreting and communicating the results. Outlines how to use assessment data to plan instruction and monitor progress.

 

  • DYST 6000 - Introduction to Dyslexia and Other Reading Difficulties  3 credit hours  
    OROR  dotslash:OR title:OR 
    OR 

    DYST 6000 - Introduction to Dyslexia and Other Reading Difficulties

    3credit hours

    Prerequisite: Permission of the instructor. Overview of the history and science of dyslexia and other reading disabilities. Examines the value of integrating insights from the cognitive psychology and neuroscience into diagnostic, therapeutic, and instructional models of literacy. Explores the etiology and prevalence of reading disabilities and addresses current issues in assessment and intervention.

  • DYST 7000 - Introduction to Dyslexia and Other Reading Difficulties

    3credit hours

    Prerequisite: Permission of the instructor. Overview of the history and science of dyslexia and other reading disabilities. Examines the value of integrating insights from the cognitive psychology and neuroscience into diagnostic, therapeutic, and instructional models of literacy. Explores the etiology and prevalence of reading disabilities and addresses current issues in assessment and intervention.

 

  • DYST 6011 - Interventions for Dyslexia and Other Reading Difficulties  3 credit hours  
    OROR  dotslash:OR title:OR 
    OR 

    DYST 6011 - Interventions for Dyslexia and Other Reading Difficulties

    3credit hours

    Prerequisites: Permission of instructor and DYST 6000. Details the elements of intervention for children with dyslexia and other reading disabilities. Increases competency in identifying and implementing effective interventions based on student skills and characteristics. Covers evidence-based interventions in phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.

  • DYST 7011 - Interventions for Dyslexia and Other Reading Difficulties

    3credit hours

    Prerequisites: Permission of the instructor and DYST 7000. Details the elements of intervention for children with dyslexia and other reading disabilities. Increases competency in identifying and implementing effective interventions based on student skills and characteristics. Covers evidence-based interventions in phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing.

 

  • PSY 6530 - The Psychology of Reading and Reading Development  3 credit hours  
    OROR  dotslash:OR title:OR 
    OR 

    PSY 6530 - The Psychology of Reading and Reading Development

    3credit hours

    Overview of the cognitive processes involved in reading. The structure of both oral and written language; cognitive mechanisms in reading; language development and the acquisition of reading skills; developmental and acquired disorders of language and reading.

  • PSY 7530 - The Psychology of Reading and Reading Development

    3credit hours

    Overview of the cognitive processes involved in reading. The structure of both oral and written language; cognitive mechanisms in reading; language development and the acquisition of reading skills; developmental and acquired disorders of language and reading.

Electives (15 hours)

Choose 15 hours in consultation with the academic advisor.

Dissertation (12-24 hours)

  • LITS 7640 - Dissertation Research  1 to 12 credit hours  
    12 credit hours required(12 credit hours required)  dotslash:(12 credit hours required) title:12 credit hours required 
    (12 credit hours required) 

    LITS 7640 - Dissertation Research

    1 to 12credit hours

    Prerequisite: Permission of department. Selection of a research problem, review of pertinent literature, collection and analysis of data, and composition of dissertation. Once enrolled, student should register for at least one credit hour of doctoral research each semester until completion. S/U grading.

  

Dr. Amy Elleman

Director

Dr. Sungyoon Lee

Assistant Professor

Dr. Cyrille Magne

Professor

Dr. Janna Brown McClain

Assistant Professor

Dr. Timothy N. Odegard

Professor

Dr. Eric Oslund

Associate Professor

Dr. Katie M. Schrodt

Associate Professor

Dr. Amy Elleman

Director

Dr. Sungyoon Lee

Assistant Professor

Dr. Cyrille Magne

Professor

Dr. Janna Brown McClain

Assistant Professor

Dr. Timothy N. Odegard

Professor

Dr. Eric Oslund

Associate Professor

Dr. Katie M. Schrodt

Associate Professor

Our adjunct faculty bring outstanding professional experience to our programs. Many are industry leaders with decorated careers and honors. Importantly, they are innovative educators who offer hands-on learning to our students to prepare them to enter and thrive in a dynamic, and oftentimes emerging, industry and professional world. They inspire, instruct, and challenge our students toward academic and professional success.

Forms

Newsletters

Program Handbook

Graduate Assistantships

The Literacy Studies Ph.D. Program is prepared to supply a limited number of graduate assistantships to qualified applicants.  Two types are available:  20-hour and 10-hour.  The 20-hour assistantship provides full tuition plus a stipend of $14,000 per year and requires 20 hours of work commitment per week.  The 10-hour assistantship pays half tuition plus a stipend of $7,000 per year and requires 10 work hours per week.

Application Process for Graduate Assistantships in Literacy Studies

Applicants wishing to be considered for a graduate assistantship, in addition to supplying the materials for general application (including a general application form), must fill out an application for an assistantship.  Graduate Assistantship Application Form 

Merit Based Awards

Applications will be awarded by merit. The merit of applications will be judged based on students' grades, GRE scores, letters of reference, availability of students during daytime on campus and skills that students have developed in prior graduate study and professional experience.

Term of Assistantships

Full-time students entering the literacy studies doctorate may apply for up to four years of support through an assistantship. The four year limit is an appropriate amount of time for full-time students to complete a 60 hour degree program. Students who have been taking courses on a part-time basis may apply for support that is proportional to the number of credits remaining to be completed. For instance, a student who has completed 21 of 60 credits may apply for no more than two years of full-time support.

Termination of Assistantships

Students who are awarded an assistantship will typically receive all four years of support, unless their academic performance or performance of duties within the assistantship warrants termination. The MTSU College of Graduate Studies specifies that retaining support is dependent on maintaining a 3.25 cumulative GPA in graduate courses.  Graduate assistants found responsible for academic misconduct will have their assistantship terminated.

 

More information about Graduate Assistantships can be found on the Graduate Studies website.

More Resources

Student Success

Outstanding Student Award

2021-2022 - Susan B. Porter
2020-2021 – Jessica Dainty and Bingshi Zhang
2019-2020 - Nicole N. Crouch, Jennifer L. Grow and Molly E. Risley
2018-2019 - Natalie M. Griffin, Collin S. Olson and Ping Wang
2017-2018 - Stacy Fields and Qian Wang
2016-2017 - Weon H. Kim and Adam B. Rollins
2015-2016 - Heechun Moon and Summer K. Talbert
2014-2015 - Jennifer L. Cooper and Katie M. Schrodt
2013-2014 - Michelle M. Hasty and Kyungtae Kim
2012-2013 - Casey F. Brasher
2011-2012 - Davonna M. Thomas
2010-2011 - Melissa L. Brock

Dissertations

Kimberly S. Bell – Summer 2022

“Examining the Relationships Among Teacher Mindset, Knowledge of Text Complexity, and Text Selection”
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Eric L. Oslund
Dr. Terri J. Tharp

Tamera L. Hutchings – Summer 2022

“The Influence of Motivational Factors on Reading Comprehension for Elementary School Students with Dyslexia”
Dissertation Committee: 
Dr. Timothy N. Odegard, Chair
Dr. Amy M. Elleman
Dr. Eric L. Oslund
Dr. Emily Farris

Bingshi Zhang – Summer 2022

"Differential Influences of Contextual and Affective Factors on Young Adolescent Reading Performance"
Dissertation Committee: 
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Dana Fuller

Karilena S. Yount – Spring 2022

Dual Language Writing Assessment and Analysis for Upper Elementary Spanish-Speaking English Language Learners
Dissertation Committee:
Dr. Mohammed Albakry, Chair
Dr. Jwa K. Kim
Dr. Stacy Fields

Jessica Abarquez-New - Summer 2021
From Vague Standards to Qualitative Clarity: A Validation Study of the Multicultural Text Selection Rubric
Dissertation Committee:
Dr. Katie Schrodt, Chair
Dr. Jwa K. Kim
Dr. Alicia Pence

Nicole N. Crouch - Summer 2021

The Effect of a Knowledge‐Based Curriculum Using Science Read‐Alouds on Vocabulary, Content, and Listening Comprehension Outcomes with Preschoolers
Dissertation Committee:
Dr. Eric L. Oslund, Chair
Dr. Jwa K. Kim
Dr. Amy M. Elleman

Jennifer François - Summer 2021

Impact of Multimodal Feedback and Formulaic Sequences on Improving Fluency of English Learners on Computer‐Based Speaking Assessments
Dissertation Committee:
Dr. Mohammed Albakry, Chair
Dr. Jwa K. Kim
Dr. Stacy Fields

Ping Wang - Spring 2021

Reader‐test Interactions: An Explanatory Item Response Study on Reading Comprehension
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Amy M. Elleman
Dr. Eric L. Oslund

Natalie Griffin - Fall 2020

The Impact of Growth Mindset Intervention on Vocabulary, Comprehension, Persistence, and Self‐Perception
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Eric L. Oslund

Masoud Mahmoodi-Shahrebabaki - Fall 2020

The Associations among Literacy Teachers’ Grade Level, Teaching Experience, Work‐family Conflict, Burnout and Turnover Intentions
Dissertation Committee:
Dr. Eric L. Oslund, Chair
Dr. Jwa K. Kim
Dr. Amy M. Elleman

Zheng Peng - Fall 2020

Culture Literacy in College English Textbooks in China: Investigating its Relationship to Students’ Intercultural Competence and Teachers’ Attitudes 
Dissertation Committee:
Dr. Mohammed Albakry, Chair
Dr. Jwa K. Kim
Dr. Amy M. Elleman

Qian Wang - Summer 2020

The Impacts of Student-Level and School-Level Factors on Students’ Reading Achievement:
An Application of Hierarchical Linear Modeling
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Eric L. Oslund
Dr. Amy M. Elleman
Dr. Ying Jin

Tess Fotidzis - Spring 2020

Phonology, Prosody, and Reading Skills: A Mismatch Negativity Experiment
Dissertation Committee:
Dr. Cyrille L. Magne, Chair
Dr. Amy M. Elleman
Dr. Laura A. Barquero

Zahya F. Ahmed - Summer 2019

Impact of Gender and Linguistic Background on English Language Arts Test: Differential Item Functioning
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Eric L. Oslund
Dr. Amy M. Elleman
Dr. Ying Jin

Victoria M. Gay - Summer 2019

Examining the Effectiveness of a Sentence-Combining Intervention on the Writing Quality of College Freshmen
Dissertation Committee:
Dr. Eric L. Oslund, Chair
Dr. Amy M. Elleman
Dr. Jwa K. Kim
Dr. Charles D. Milligan

K. Melissa McMahan - Summer 2019

Measurement Validation and Exploratory Research: Measuring Teachers' Code Knowledge and Its Association with Dyslexia Therapy Clinical Hours and Confidence to Teach Literacy
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Eric L. Oslund
Dr. Ying Jin

P. Kelli Wallace - Spring 2019

Teachers' Knowledge and Implementation of Response to Intervention Practices: Graph Literacy and Data-Based Decision Making
Dissertation Committee:
Dr. Eric L. Oslund, Chair
Dr. Amy M. Elleman
Dr. Jwa K. Kim

Summer K. Talbert - Spring 2019

The Relationship of Reading Strategies and Content Knowledge in Models of Integrated Instruction
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Eric L. Oslund
Dr. Katherine A. Mangione

Timothy S. Nelson - Spring 2019

Building a Corpus-Based Instructional Vocabulary Model: Interdisciplinary Academic Words in University Reading Support Courses
Dissertation Committee:
Dr. Mohammed Albakry, Chair
Dr. Cyrille L. Magne
Dr. Terri J. Tharp

Perry F. Louden - Spring 2019

Morphological Word Chunking Versus Syllable Types: Understanding the Effectiveness of Two Approaches to Polysyllabic Word Reading Instruction for Middle School Struggling Readers
Dissertation Committee:
Dr. Cyrille L. Magne, Chair
Dr. Amy M. Elleman
Dr. Timothy N. Odegard

Daren Li - Spring 2019

Impacts of Socioeconomic and ELL Status on English Language Arts
Dissertation Committee:
Dr. Jwa K. Kim, Co-Chair
Dr. Eric L. Oslund, Co-Chair
Dr. Amy M. Elleman
Dr. Ying Jin

Zachary T. Barnes - Fall 2018

Cognitive Flexibility and Working Memory's Longitudinal Prediction of Reading Achievement
Dissertation Committee:
Dr. Amy M. Elleman, Co-Chair
Dr. Eric L. Oslund, Co-Chair
Dr. Timothy N. Odegard
Dr. Jwa K. Kim

Stacy Fields - Summer 2018

Effects of Adapted Self-Regulated Strategy Development and Focused Vocabulary Instruction for Second Language Adolescents
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Eric L. Oslund
Dr. Laura Clark 

Karen N. Reed - Fall 2017

Empowering School Librarians to be Literacy Instruction Leaders Through Professional Development
Dissertation Committee:
Dr. Eric L. Oslund, Chair
Dr. Amy M. Elleman
Dr. Charles D. Milligan
Dr. Terri J. Tharp

Weon H. Kim - Summer 2017

Application of the IRT and TRT Models to a Reading Comprehension Test
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Ying Jin
Dr. Mohammed Albakry 

Casey Brasher - Spring 2017

Beyond Screening and Progress Monitoring:  An Examination of the Reliability and Concurrent Validity of Maze Comprehension Assessments for Fourth-Grade Students
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Aimee Holt

Laura Clark Briggs - Spring 2017

A Comparison of Narrative and Expository Text Comprehension for Students at Varying Levels of SES: A Latent Growth Curve Analysis
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Amy M. Elleman
Dr. Ying Jin

Sang Hee Jung - Spring 2017

Metrical Stress Sensitivity and Reading Skills in Adults
Dissertation Committee:
Dr. Cyrille L. Magne, Chair
Dr. Amy M. Elleman
Dr. Aleka A. Blackwell

Holly B. Marshall - Spring 2017

The Effectiveness of Readers’ Theatre on Fluency, Comprehension, and Motivation on Primary Students
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Alyson Bass
Dr. Joan Boulware

Melanie Maxwell - Spring 2017

Examining Professional Development and Teacher’s Learning About Literacy Instruction
Dissertation Committee:
Dr. Cyrille L. Magne, Chair
Dr. Terri Tharp
Dr. Joanna Durham-Barnes
Dr. Amy M. Elleman

Andrea Milligan - Spring 2017

A Psychometric Analysis of Teacher-Made Benchmark Assessment in English Language Arts
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Amy M. Elleman
Dr. Cyrille L. Magne

 Joanne Coggins - Summer 2016

Measurement of Morphological Awareness Use of Fourth and Fifth Grade Students with Reading Difficulties
Dissertation Committee:
Dr. Eric Oslund, Chair
Dr. Amy M. Elleman
Dr. Cyrille L. Magne

Heechun Moon - Summer 2016

The Influence of Implicit Speech Rhythm Sensitivity on Reading Comprehension
Dissertation Committee:
Dr. Cyrille L. Magne, Chair
Dr. Amy M. Elleman
Dr. Jwa K. Kim

Jennifer L. Cooper - Spring 2016

Examining Incidental Vocabulary Acquisition by Person- and Item-Level Factors in Secondary Students 
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Aleka A. Blackwell

Tyra W. Pickens - Spring 2016

The Impact of Race and Socioeconomic Status on the Reading Comprehension Growth Trajectories of Adolescents
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Amy M. Elleman
Dr. Eric Oslund

Melissa Stugart - Spring 2016

Common Core State Standards Benchmark Assessments:  Item Alignment to the Shifts in Tennessee
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Amy M. Elleman
Dr. James Herman

Penny S. Thompson - Spring 2015

Scaffolding Emergent Literacy Skills in Pre-Kindergarten through Writing Instruction
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Joanna Durham-Barnes
Dr. Robin Ridgley

Katie M. Schrodt - Spring 2015

The Relationship Among Mindset Instruction, Kindergarteners' Performance, and Motivation in Writer's Workshop
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Joanna Durham-Barnes
Dr. Jwa K. Kim
Dr. Terri Tharp

Kyungtae Kim - Spring 2015

Model Comparisons Among Testlet Response Theory (TRT) on a Reading Comprehension Test
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Amy M. Elleman
Dr. Cyrille L. Magne

Melissa L. Brock - Spring 2015

The Relationship between Prosodic Sensitivity at the Discourse Level and Reading Skills: An Electrophysiological Investigation
Dissertation Committee:
Dr. Cyrille L. Magne, Chair
Dr. Aleka A. Blackwell
Dr. Amy M. Elleman
Dr. Jwa K. Kim

Michelle M. Hasty - Spring 2014

How Students’ Critical Engagement with Text and Self-Perceptions as Literate Learners 
Can Explain Literacy Performance and Inform Classroom Literacy Practice
Dissertation Committee:
Dr. Cyrille L. Magne, Chair
Dr. Jeanne G. Fain
Dr. Aleka A. Blackwell

Rachel Peay Cornett - Spring 2014

Psychometric Analysis of the Elementary Experience Scale and its Predictability of Elementary Literacy Scores
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Amy M. Elleman
Dr. James O. Rust

Danica W. Booth - Spring 2014

Scaffolding Content-Area Vocabulary Instruction for English Learners
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Laura Clark

Ling Wang - Fall 2013

The Effects of Single and Dual Coded Multimedia Instructional Methods on Chinese Character Learning
Dissertation Committee:
Dr. Aleka A. Blackwell, Chair
Dr. Jwa K. Kim
Dr. Cyrille Magne

Davonna M. Thomas - Spring 2013

The Effects of Literature Circles on the Reading Achievement of College Reading Students
Dissertation Committee:
Dr. Jeanne Gilliam Fain, Chair
Dr. Aleka Akoyunoglou Blackwell
Dr. Amy M. Elleman
Dr. Jwa K. Kim

Erica Dion Powell - Spring 2013

Predicting College Students’ First Year Success: Should Soft Skills be Taken into Consideration 
to More Accurately Predict the Academic Achievement of College Freshmen
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Aleka A. Blackwell
Dr. Jeanne G. Fain
Dr. Charles Milligan

Rachel G. Anderberg - Spring 2013

The Effects of Cross-Age Tutoring on the Reading Achievement of First and Second Grade Students
Dissertation Committee:
Dr. Amy M. Elleman, Chair
Dr. Jwa K. Kim
Dr. Stuart E. Bernstein

Stacey J. Miller - Spring 2012

Literacy Practices as Predictors of Reading Achievement
Dissertation Committee:
Dr. Jeanne G. Fain, Chair
Dr. Dana Fuller
Dr. Cyrille Magne

Danielle Thompson - Summer 2011

Contributions of Prosodic Sensitivity and Morphological Awareness to Word Level Reading: 
A Perceptual Task Development Study
Dissertation Committee:
Dr. Jwa K. Kim, Chair
Dr. Stuart Bernstein
Dr. Cyrille Magne
Dr. Dana Fuller

Contact Information

Dr. Amy Elleman
Director
615-898-5688
Amy.Elleman@mtsu.edu

Angela Morrell
Executive Aide 
615-904-8434
Angela.Morrell@mtsu.edu

Who is My Advisor?

Dr. Amy Elleman
Interim Director
615-898-5688
Amy.Elleman@mtsu.edu

Related Links

Mailing Address

Literacy Studies Ph.D. Program
Middle Tennessee State University
MTSU Box 402
Murfreesboro, TN 37132 

College of Graduate Studies
Middle Tennessee State University
MTSU Box 42
1301 East Main Street
Murfreesboro, TN 37132

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