Description

Methods of Research. (3) An introduction to the nature and techniques of contemporary social scientific research (including educational and human service).  Emphasis placed on developing research literacy through critically reading, examining, and evaluating the characteristics of both quantitative and qualitative research.  Additional emphasis on the critical issue of the nature of the relationship between research and its application to practice.

Literature and the Reader. (3) This course explores literature for readers, preschool through secondary. The focus on all genres includes recognition of the major awards in the field of children’s and young adult literature. Emphasis is placed on the evaluation and selection of quality fiction and nonfiction, together with the analysis of literary elements. Pedagogical aspects of the course emphasize the use of literature across the content areas, varied responses to literature, strategies for connecting children with books, and motivating the reluctant reader.

Integrating Literacy Instruction in the Elementary Curriculum. (3) A foundational course focusing on varied research-based instruction and assessment techniques using a wide range of materials (narrative and informational texts and non-print, digital, and online resources), enhance content area instruction, and create a literate environment within the context of state and national standards.    

Psychology of Reading. (3) A study of cognitive, linguistic, motivational and sociocultural factors that affect reading and writing processes and development, including culture, native language, human development, language learning, reading disabilities, and the influence of these theoretical perspectives on literacy instruction. Prerequisite: RDG 570, RDG 568, or permission of the instructor.

Leadership in Reading. (3) Designed for the reading specialist in the classroom or remedial program and for the administrator responsible for the reading program in areas of curriculum/methodology, organization, administration, and staff development. Prerequisites: Twenty-one hours in reading to include RDG 568, RDG 570, RDG 571, or RDG 573, RDG 576, and RDG 587 or RDG 589.  

Foundations of Reading in the Middle and Secondary School. (3) An advanced study of effective literacy instructional techniques, assessments, curricular materials, and literate environments in middle and secondary classrooms within the context of state and national reading standards.

Literacy Assessment, Instruction and Interventions for Diverse Learners, K-5. (3) A K-5 course focusing on the selection, interpretation, and implementation of literacy assessment measures and the use of appropriate and varied instructional and intervention techniques, materials, and resources for diverse readers in individual, small group, and classroom settings. Prerequisite: RDG 570.

Literacy Assessment, Instruction and Interventions for Diverse Learners, 6-12. (3) A 6-12 course focusing on the selection, interpretation, and implementation of literacy assessment measures and the use of appropriate and varied instructional and intervention techniques, materials, and resources for diverse readers in individual, small group, and classroom settings. Prerequisite: RDG 568

Practicum in Reading K-5. (3) An advanced course where knowledge of diagnosis and instruction is refined, applied, and extended as graduate students work individually with small groups of students in grades K-5 in a closely supervised instructional setting. Perquisites: RDG 570 and RDG 571. Minimum Required 15 hours of Field Experience.

Practicum in Reading 6-12. (3) An advanced course where knowledge of diagnosis and instruction is refined, applied, and extended as graduate students work individually with small groups of students in grades K-5 in a closely supervised instructional setting. Prerequisites: RDG 568 and RDG 571. Minimum Required 15 hours of Field Experience.

Literacy Coaching Practicum. (3) This course will provide in-depth, intensive experiences focused on coaching principles and strategies designed toward innovation and improvement in literacy instruction, leading to enhanced K-12 student growth and achievement. Topics will include providing leadership for a school’s literacy program, advocacy for effective literacy instruction, and collaboration with teachers, school personnel, and other stakeholders. Emphasis is placed on modeling, observation, demonstration, and data analysis with teachers in authentic and diverse instructional settings. Prerequisite: 588. Minimum Required 15 hours of Field Experience.