Course Descriptions — Reading Instruction

EDU6300 Professional Research in Literacy Learning   
3 semester hours
In this course, the candidates will learn about designing and implementing an action research project that will be conducted during their participation in the MARI program. The topics for the research will emerge from questions generated by in-class discussions, professional language arts interests, a broad review of the research on literacy, and discussions of theories related to literacy instruction. The questions will launch individual and/or group investigation with application to the candidates’ classrooms through the process of action research — a systematic process of inquiry.
No prerequisites.

EDU6310    Effective Word Study Instruction    
3 semester hours
In this course, candidates learn about diagnostic and instructional approaches to teach phonemic awareness, phonics strategies, sight word strategies, semantic and syntactic context strategies, and structural analysis strategies and spelling development in grades K-12.  Topics include the nature of word analysis strategies, the stages of literary development, the nature of the spelling system, assessing students’ literacy development, facilitating emergent literacy, phonological awareness, and developing the concept of word and letter knowledge. This course requires a classroom-based field experience.
No prerequisites.

EDU6320 Effective Comprehensive Instruction    
3 semester hours
This course focuses on cognitive and metacognitive strategies to improve comprehension in grades K-12. Topics include creating an effective classroom for comprehension instruction, assessing comprehension, utilizing formal and informal assessment tools, learning strategies to teach efferent and aesthetic reading, increasing vocabulary development, and motivating reluctant readers. This course requires a field experience involving observation of a colleague.
No prerequisites.

EDU6330 Literacy in the Content Areas    
3 semester hours
This course is designed to provide literacy educators with strategies for the integration of language arts in the content areas. Topics include pre-reading/during-reading/post-reading strategies, study skills, vocabulary development strategies, writing to learn, and learning with textbooks/trade books/electronic texts.  This course requires a field experience involving observation of a colleague.
No prerequisites.

EDU6340 Assessment of Literacy Learning    
3 semester hours
In this course, candidates will learn to administer, score, and interpret informal and formal literacy assessments for students in grades K-12.  The assessments will cover the areas of motivation and interest, phonemic awareness, phonics, vocabulary, comprehension and fluency.  Candidates will analyze the efficacy of current assessments typically used in districts.  The results of the assessments will be summarized in a written report. This course requires a field experience with a student.
No prerequisites.

EDU6350 Teaching Reading to Diverse Learners    
3 semester hours
In this course, candidates explore research-based reading strategies to develop lesson plans that meet the needs of diverse learners, including English Language Learners (ELLs), special education, slow learners, unmotivated students, and gifted readers. This course requires a classroom-based field experience with a coaching component.
No prerequisites.

EDU6370 Texts for Children   
3 semester hours
Course topics include qualities of outstanding children’s and adolescent literature, goals of a literature program, planning the literature curriculum, multicultural literature, teaching genres, selecting literature for the classroom, criteria for evaluating and strategies for using narrative and expository text written for students in grades K-12, students’ reading interests and preferences, instructional strategies for teaching literature, evaluating students’ progress in responding to literature, creating a response-centered and literature-rich classroom, developing a literature-based curriculum, and current trends In children’s and adolescent literature.
No prerequisites.

EDU6380 Supervision and Administration in Literacy I    
3 semester hours
In this course, the candidates will examine the responsibilities of the reading specialist within the context of an individual school building. Topics include models for the delivery of reading services; legal and legislative influences on reading specialists; collaboration and consultation with teachers; providing professional development; evaluating existing reading programs and planning for change; communicating with staff, administration and community; securing funding; and continuing personal development as a reading professional.  This course requires collection and analysis of building-level reading assessment data.
Prerequisites:  EDU6310 through EDU6370.

EDU6390 Supervision and Administration in Literacy II    
3 semester hours
In this course, the candidates will further examine the responsibilities of the reading specialist. Topics include analysis and communication of data from testing; planning professional development; becoming informed about budgeting for curriculum and reading programs; communicating with staff, administration, and public; securing funding; and continuing personal development as a reading professional.  This course requires a coaching assignment (i.e., demonstration lesson/co-teaching a reading lesson).
Prerequisite: EDU6380.

EDU6400 Professional Research in Literacy Learning II    
3 semester hours
This course is the culmination of candidates’ action research projects in which they designed and implemented curricular and/or instructional change in literacy learning in an educational setting.  Topics include action planning for educational change, sharing action research, personal reflection, and post self-report on definition and philosophy of reading.  This course requires a PowerPoint presentation summarizing the action research project.
Prerequisite: EDU6300.

EDU6410 Practicum in Reading    
3 semester hours
In this course, candidates will learn to develop and implement individual instructional plans based on results from formal and informal assessments.  In addition, these plans will demonstrate candidates’ knowledge of appropriate instructional materials, resources, and support for diverse populations of readers in grades K-12.  This is a supervised clinical experience which requires 30 hours of work with students.  The key assessment for this course involves writing two formal case studies which are shared with parents in a formal conference.
Prerequisites:  Pass Reading Specialist APT PK-12 #104, Reading Specialist Content #176 and Reading Teacher Content #177.