Ph.D. in Literacy -
Frequently Asked Questions
What are the admissions requirements
for the program?
Submit a completed application through the St. John’s University
Office of Admissions. Supporting documents include:
- official transcripts of all previous course work (undergraduate
andgraduate) that document a minimum GPA of 3.2 in a master’s level
program,
- at least two letters of recommendation from professors and/or
supervisors,
- a statement of goals for doctoral study,
- a professional résumé or curriculum vitae,
- documentation of full-time teaching experience,
- a satisfactory score on the Miller Analogies Test (MAT),
(generally the 50th percentile) and/or
- a satisfactory score (of at least 4) on the Analytical Writing
section of the Graduate Record Examination (GRE). (Scores on the
other sections of the GRE are not required for admission to the
Ph.D. Program in literacy).
- a successful interview with members of the Literacy Program
core faculty, and the department chairperson. Notification of the
decision will be sent by mail. If accepted, the student will be
assigned an advisor who will assist in developing a program of
study.
What are the possible options I have for
completing this program?
There are two routes to the Ph.D. degree:
- One serves those individuals who have completed a master's
level or certificate program in literacy (or reading) and who have
earned literacy certification in New York State through other
degree programs. This track requires a minimum of 42 semester hours
of doctoral level course work completed at St. John's University
(including prior master’s level work, adding up to 75 graduate
credits in the cognate/professional and doctoral domains beyond the
baccalaureate). Continuous enrollment must be maintained, and a
minimum of three semester hours of dissertation credits per
semester is required after the dissertation seminar until the study
is completed and defended.
- The second is for those who have completed a master's level
program in another educational field, but lack prerequisite
foundational knowledge in literacy as stipulated in the Standards
of the International Reading Association (2003). These students
also complete a minimum of 42 semester hours of doctoral course
work (approximately 75 graduate credits in the cognate/professional
and doctoral domains beyond the baccalaureate), and must complete
prerequisite literacy credits prior to or concurrent with the
doctoral course work. Twenty-one or more credits in literacy
foundations may be required depending on faculty review of
transcripts (the option for New York State certification may be
considered). Literacy coursework taken in earlier graduate
programs will often satisfy some of the prerequisite credit
requirements.
What types of jobs require a doctorate?
Where can I find out more about such jobs?
Most full time college and university teaching and research
positions require a doctorate. Some junior colleges may
not. At times part-time faculty members, called adjunct
faculty members, may be hired by some colleges without degrees if
they have extraordinary knowledge or skill. Additionally,
while K-12 teaching positions may not require a doctorate,
knowledge acquired from doctoral courses will enhance your
classroom instruction. With higher level education, salaries tend
to increase.
Can I pursue this program while I keep my
day job? Can I take time off if things get tough?
Most of the classes are in the evening, so you can complete the
program while you work. We also have two summer sessions for
your convenience. It is possible to take time off from the program
should the need arise, but this will likely delay your
completion. You may maintain matriculation for up to two
semesters and pay a “maintaining matriculation” fee after which you
must reapply and meet entrance requirements once more.
Can I take this program if I need to
commute a long distance? Are there online courses?
There may be a few on line courses. Do not anticipate that
you will be able to complete many on-line.
Can I transfer credits from another school
or schools into the program? If so, how many?
You must take a minimum of 42 doctoral level credits at St. John’s.
If you have a master’s degree in literacy from an accredited
college or university, it is likely, although not guaranteed,
that those credits will be transferable. If you have a
master’s degree in another area, you may have some literacy credits
that are transferable as prerequisites to the doctoral program. You
can submit official college transcripts for evaluation. You
need 21 pre-requisite literacy credits at the master’s level by the
time you finish your doctorate. We allow up to six graduate credits
at the doctoral level to transfer as long as they were not used
towards a degree.
Can I take this program if I need to
commute a long distance? Are there online
courses?
There may be a few online courses. Do not anticipate that you
will be able to complete many online.
Can I transfer credits from another
school or schools into the program? If so, how
many?
You must take a minimum of 42 doctoral level credits at St.
John’s. If you have a master’s degree in literacy from an
accredited college or university, it is likely, although not
guaranteed, that those credits will be transferable. If you
have a master’s degree in another area you may have some literacy
credits that are transferable as prerequisites to the doctoral
program. You can submit official college transcripts for
evaluation. You need 21 pre-requisite literacy credits at the
master’s level by the time you finish your doctorate. We
allow up to six graduate credits at the doctoral level to transfer
as long as they were not used towards a degree.
Is there any possibility of getting
financial aid for doctoral study?
For financial aid information, please visit:
http://www.stjohns.edu/admission/graduate/faq/aid.stjwww.stjohns.edu/admission/graduate/faq/aid.stj
When may I join a cohort?
Cohorts are groups of individuals who enter the program at the same
time and take the same sequence of courses. Admissions are in
the fall term of even numbered years. However, if you do not have a
Literacy Masters, you can apply to the Literacy Masters program in
the odd number year to begin taking courses provided you have
passed the application requirements.
How often will I meet with my
advisor?
You will meet with your advisor at least once a term, but as much
as you would like.
How much freedom will I have in my program
to pursue my professional interests?
The program’s mission, consistent with the University’s mission, is
to graduate students who are sensitive to the needs of and advocate
for at-risk (economically, socially, and physically disadvantaged)
elementary, secondary, and post-secondary learners. The
influence of poverty on learning is, therefore, an overriding
theme. However, you are free to pursue your own professional
interests in the field of literacy.
What is the minimum GPA for completing the program?
You must maintain at least a B in every doctoral course, except
one, throughout your program. The same is true for courses at the
master’s level. However, you must have a B average to
graduate.
Is there a comprehensive examination?
Instead of taking a comprehensive examination near your program’s
end, you will submit a digital portfolio annually for three
consecutive years for faculty evaluation. The digital portfolio
covers five areas: knowledge base, professionalism in literacy,
mastery of research skills, mastery of instructional skills, and
service to the local or national literacy community. If you
do not demonstrate improvement starting with the second portfolio,
you will be discontinued from the program even if you have
completed a number of doctoral courses.
How long does it take to complete the
program and graduate with the degree?
This depends on how efficient you are as a student. You take
two courses for seven consecutive semesters, including summer.
(This is two full years and one semester of coursework.) Then
you start your dissertation study. (Assuming you have done well in
the courses and are successful writing the three annual
portfolios.)
Who are the faculty?
Dr. John D. Beach
718-990-1398
beachj@stjohns.edu
Dr. Beach teaches Literacy courses in the Department of Human
Resources and Counseling. His research focuses on the intersection
of literacy, language, literature, and on the transaction between
reader and author. His work in children’s literature and in
higher order comprehension merges existing theories of
communication and thought, literature, literary response,
psycholinguistics, and personality. He has developed a new
paradigm for the analysis and classification of children’s
literature based on children’s own reading interests. These
research interests are centered on helping teachers develop all
children’s critical comprehension abilities. Building on
established practices in the field such as the Directed Reading
Activity and Guided Reading, Dr. Beach has proposed an extension of
educational practice called Guided Reasoning, an approach to
developing critical comprehension through direct instruction in
thinking skills and the application of logical and literary
analysis to texts. Since 1990 he has served as a member of
the Storytelling Committee of the National Council of Teachers of
English (since 1994 as chair or associate chair), and since 1997 as
a member of the Publications Review Board of the International
Reading Association.
Dr. James Campbell
718-990-1479
campbelj@stjohns.edu
Dr. James Reed Campbell teaches Educational Measurement courses in
the Department of Administrative and Instructional Leadership, and
was formerly a faculty member at the University of Pennsylvania in
Philadelphia. Dr. Campbell is an established researcher on
the national and international scene and has authored six books,
and over 250 articles and research reports. He serves as the
president of the Gifted and Talented researchers in the American
Educational Research Association. Dr. Campbell has 30 years
experience as an educator. He is best known for his international
studies with the Academic Olympians.
Dr. E. Francine Guastello
718-990-1475
guastelf@stjohns.edu
Dr. Guastello is Chairperson of the Department of Human Services
and Counseling, Coordinator of the Master’s Degree in Literacy
Program, and teaches Literacy courses. She has served on
numerous doctoral committees, and her research and publications
focus on developing effective strategies in reading and writing for
students with learning disabilities. She co-authored Guided Reading
Kidstations, a book published by the International Reading
Association. In addition, she is a fellow in the Academy of
Orton-Gillingham Practitioners and Educators. As a fellow, she
trains teachers to develop multi-sensory language learning
techniques to be used with children and adults who are learning
different, specifically those who exhibit the symptoms of
dyslexia. Dr. Guastello is currently providing in-service
professional development to teachers in 14 low-achieving New York
City parochial schools through renewed funding from No Child Left
Behind.
Dr. Paul Miller
718-990-5644
millerp@stjohns.edu
Dr. Miller teaches Educational Measurement courses in the
Department of Administrative and Instructional Leadership.
Previously he worked as a statistical analyst in the Office of the
President at the University of Utah, at the Office of Institutional
Research at Rutgers University; and as a technology manager and
curriculum analyst in the private sector for New Century Education
Corporation, an educational software company producing a K-10
computer managed curriculum. Formerly, Dr. Miller was assistant
professor at Oklahoma State University. Dr. Miller has written
numerous articles in refereed journals and has presented over 30
papers at professional conferences. He has served as a guest
reviewer for a number of journals including Organizational Behavior
and Human Decision Processes and the American Educational Research
Journal. His research interests are school based data analysis,
data-driven decision making, and the influence of personal
characteristics and decision-specific factors on the process of
decision making.
Dr. Rene Parmar
718-990-5915
parmarr@stjohns.edu
Dr. Rene Parmar teaches Measurement and Evaluation courses in the
Department of Administrative and Instructional Leadership. She
holds a Ph.D. in Special Education from the University of North
Texas. Her areas of expertise include educational assessment,
cognitive approaches to instruction, and mathematics education for
students with learning disabilities. She has published extensively
in these areas, and presents regularly at national and
international conferences in the field.
Dr. Joanne Robertson-Eletto
718-990-2717
robertj1@stjohns.edu
Dr. Joanne Robertson teaches Literacy courses in the Department of
Human Resources and Counseling. Her research explores students’
self-efficacy and motivation for literacy tasks in the primary
grades, and the integration of inquiry based instruction and action
research projects for critical thinking. Her research is conducted
in the classroom serving as authentic contexts for literacy, and
she has also explored ways to enhance understanding about theorized
practice, optimal learning environments, and the benefits of
mentoring and shared inquiry to retain and support excellent
teachers in the profession Her theoretical perspectives
are rooted in transactional and socio-psycholinguistic theories
that describe the social, context dependent, and dialogic nature of
literacy and learning in the formative years. Dr. Robertson
is currently exploring second language learners’ reading and
writing development, and appeared on an ABC television special
entitled “The Reading Revolution” in September, 2003. In
2006, she began a three year project to create a library for an
orphan’s home in Kenya, Africa, which resulted in more than 10,000
books being shipped. In 2007, she coauthored Engaging Readers and
Writers in Reflective and Authentic Literacy Practices, and in 2008
received the St. John’s University Excellence in Teaching and
Scholarship Award.
Dr. Richard Sinatra
718-990-1557
sinatrar@stjohns.edu
Dr. Richard Sinatra is Associate Dean of the School of Education,
Director of the Reading and Writing Education Center, and teaches
Literacy courses in the Department of Human Services and
Counseling. He has been an educator for over 45 years,
serving 13 years in the public schools as an English teacher in the
junior-high grades, a third-and fourth-grade teacher, a reading
specialist, and a district reading coordinator. He has been at St.
John’s University since 1976. His writings, research, and
literacy projects are grounded in three theoretical
constructs. One is formulated on an active view of reading
comprehension and vocabulary knowledge as readers interact with
text and construct meaning representations. The second focuses on
narrative and expository text structure and how teachers’
presentation of text influences students’ thinking and
comprehension. The third involves the nature of writing instruction
as it influences thinking and reading comprehension
processes. Writing, he believes, is a meaning-making process
in which students have to construct meaningful messages consistent
with their stored knowledge of language conventions, vocabulary,
and text styles. Dr. Sinatra implements these constructs in his
summer research projects, focusing on vocabulary and writing
development with housing project and homeless children. He has
served on numerous doctoral committees as a committee member. His
contributions to the field of education have been widely
recognized, and he has served as an “outside committee member” for
doctoral candidates at Fordham, Rutgers, and McGill
Universities. One dissertation he mentored won a first place
prize supported by the College Reading Association in October 24,
2001.