EDRD 600 Foundations of Reading (3 credits)
This course explores the theoretical and scientific underpinnings of literacy development as a basis for developing effective K-12 reading programs. Major topics include knowledge of the relationships between spoken and written language, the historical evolution of English, processes of reading, motivational aspects, stages of reading, spelling, and writing development, and major historical and current instructional approaches and programs for literacy development. Qualitative and quantitative research regarding literacy acquisition and applications to designing balanced reading programs are addressed.
EDRD 601 Elementary Reading Instruction: K-6 (2 credits)
Drawing on the conceptual framework for understanding literacy processes, stages, and major instructional approaches developed in EDRD 600, this course features instructional techniques, materials, and programs that have been validated as effective for developing competent and joyful readers and writers in grades K-6. The focus is on creating a balanced literacy program that incorporates the strengths of a whole language approach and the findings of the National Reading Panel.
EDRD 602 Secondary Reading Instruction: 7-12 (2 credits)
This course focuses on literacy development in the middle and high school years, with the goal of promoting reading for learning, understanding, and enjoyment. Topics include assessment of students’ reading and written language skills, the cognitive and skill levels required by various content-area materials and written tests, use of alternative testing strategies, and instructional strategies for developing strategic readers and competent writers in all content areas. Collaboration with content area teachers to adapt course materials, teaching strategies, and assessment practices for students with exceptional educational needs such as learning disabilities and gifted/talented are also featured.
EDRD 603 Reading Instruction for Linguistically and Culturally Diverse Learners (2 credits)
This course focuses on the concepts and skills needed to develop literacy programs for students who differ in how they acquire literacy because of language, learning, and/or cultural differences. Three major strands are featured: (1) selection and teaching of literature that reflects the diversity of American classrooms and promotes global understanding; ( 2) fostering literacy in children who come from non-mainstream cultures; and (3) literacy for English Language Learners (ELL/ESL) and for those with special learning characteristics, for example, gifted and talented. Gender differences in literacy acquisition are also explored.
EDRD 604 Diagnosis and Remediation of Reading Difficulties (3 credits)
This course focuses on the concepts and skills needed to identify and successfully remdiate reading and written language difficulties in all struggling readers, including those served in Title One and LD programs, English Language Learners with literacy delays, and competent readers who have lost motivation to read and write well. Concepts related to test construction, selection, and administration are explored through a case study approach. Uses of group and individual standardized and informal literacy measurements are featured.
EDRD 605 Clinical Reading Practicum (3 credits)
After assessing the literacy skills and needs of three students—one each at elementary, middle, and high school levels—candidates for the licensure design and carry out individualized intervention programs. The course includes 45 hours of student contact, three class sessions, and weekly online participation via Blackboard.
EDRD 606 Development and Supervision of Reading Programs (2 credits)
This course focuses on the skills needed to design and supervise K-12 reading programs, including selection of curriculum, assessment procedures, instructional materials, and budget development. Interpretation of district results on state-mandated reading tests and development of a district plan are featured. This course also includes coaching strategies for collaboration with classroom and content area teachers.
The courses listed below are for the Masters completion program.
EDRD 607: Theoretical Models and Processes of Reading (3 credits)
This course explores the theoretical models and research that inform contemporary understandings of reading development across the lifespan. Exploration and critical review of research in areas of interest (e.g., literacy policy, language and cognition in sociocultural contexts, foundations for literacy development, comprehension development, motivation and engagement, and instructional effects on literacy development) are featured. Implications for curriculum development are emphasized.
EDRD 608: Theory and Research in Writing (3 credits)
The theoretical and research base for current trends in writing instruction in K-12 and post-secondary schools are explored. Topics of study include spelling, grammar, and composition across the lifespan. Student choice in completing a review of the research literature in an area of interest is featured.
EDRD 609: Explorations in Children’s Literature (1 credit)
This course is designed for candidates who wish to increase their familiarity with genres of children’s literature, examples of classical and contemporary children’s books, and instructional strategies for building a quality literature program at the preschool through sixth grade levels. The course culminates in development of a bibliographic portfolio that includes curriculum applications for literary selections read.
EDRD 610: Explorations in Adolescent Literature (1 credit)
This course is designed for candidates who wish to explore the genres of literature for adolescents and young adults. Genre selections within adolescent/young adult literature and criteria for developing a quality literature program are featured. The course culminates in development of a bibliographic portfolio that includes curriculum applications for works cited.
EDRD 611: Leadership Practicum in Literacy Education (3 credits)
This course is centered on a student-designed practicum in an educational setting that includes individual peer coaching and professional development to groups of teachers and/or service providers in the field of literacy development. The course consists of class meetings and online facilitated discussions via Blackboard.
EDRD 612: Advanced Diagnosis and Remediation of Reading and Writing Disabilities (3 credits)
Investigation of the nature, causes, and course of reading and writing disabilities across the lifespan, including frequently co-occurring conditions that impact literacy acquisition, is the focus of this course. Assessment topics include (1) evaluation of school-level assessment data such as nationally-standardized tests or curriculum-based assessments; (2) individual diagnosis and case study development; and (3) implications of Response to Treatment (RTI) for identification of students with literacy disabilities. This course also features advanced topics in design and validation of assessment tools and remediation of literacy disabilities across the lifespan.
EDRD 613: Educational Research Design (3 credits)
This course explores the design, execution, analysis and evaluation of qualitative, empirical, and teacher action research in the field of literacy across the lifespan. Seminar discussions of issues in literacy education lead to individual research proposals that include a literature review and a methodology/action plan for investigation of a targeted area of interest regarding literacy development.
EDRD 614: Master’s Project Presentation (1 credit)
The culmination of the master’s degree is the presentation and defense of the candidate’s research project. Prior to the final presentation candidates receive instructor guidance and peer feedback through online discussions via Blackboard. |
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