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
M.A.R.I. 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/duringreading/
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.
ED6350 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 literaturebased
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: EDU6310 through EDU6370.
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
M.A.R.I. 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/duringreading/
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.
ED6350 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 literaturebased
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: EDU6310 through EDU6370.
Open House and Visit Days
Tuesday, June 25, 2013
