Teaching/learning strategies, reading materials, selection, lesson planning and organizing for instruction in reading across the total curriculum constitute the focus of the course.
Course will emphasize diagnosis leading to instruction through a variety of approaches toward the end of enabling teachers to select appropriate methods/materials.
GPA-GR-3.0
Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded.
Develop understanding of cognitive affective needs of elementary students in reading and writing to learn. Develop sensitivity to individual needs. Participate in related field experiences.
Examines relevant theories, concepts and research related to development of content specific academic language/literacy skills for all learners, including culturally and linguistically diverse learners. Investigates how to implement effective strategies and select appropriate materials for learners’, particularly CLD students’, language/literacy development and content learning.
Students examine the developmental nature of language, literacy and cognition birth to adulthood by reading and studying classic and current research. The impact of nature and nurture will be examined.
Study of the nature of reading instruction, K-6 as reflected by current research, teaching and evaluation methods and techniques, published and teacher prepared materials, and effective classroom management.
Considers locating and evaluating children's, adolescent, and young adult literature and methods of organizing, teaching, and evaluating at literature program. Examine issues such as censorship, multicultural literature, and style analysis.
Advanced study, and inquiry, in Reading/Literacy education. Address landmark research, analysis and synthesis of past and present trends and issues, and scholarly pursuit of scholarly topic.
Develop an understanding of the educationally disabled reader and writer in elementary and secondary school. Explore diagnostic and instructional strategies. Required tutoring experiences.
EDRD 612: with minimum grade of C and EDRD 620: with minimum grade of C
Introduction to reading skills and reading requirements in developmental reading and subject-matter classes in the middle and secondary school. Examine instructional strategies and evaluation procedures as reflected by research.
ndividualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Assist classroom teachers with children's writing process. Emphasis on: writing process; encouragement of process development; children's growth in writing process; and, recording, assessing, and reporting student progress.
Study research procedures and their application to reading education. Critique reading research and reading programs and practices. Develop and present a research project in the area of reading/literacy.
Seminar course intended to prepare reading teachers, specialists, coordinators and administrators for directing textbook adoption, curriculum development and issues, staff development, evaluation and supervision of reading/writing programs.
Supervised clinical instruction of elementary/middle/secondary school disabled readers. Continued professional development, in the areas of collegial communications, reflective coaching, and leadership capacity. May be completed at each level.
EDRD 617: with minimum grade of C
Explores major trends in reading education; synthesis and assimilation of information gleaned from all courses in the MA in Reading Program. S/U graded.
Optional for Master of Arts programs on recommendation of major advisor. Successful completion of a formal thesis paper and oral defense required. S/U graded. .
Advanced study and inquiry, in Reading/Literacy education. Address landmark research, analysis and synthesis of past and present trends and issues, and scholarly pursuit of scholarly topic. Repeatable, may be taken four times, under different subtitles.
Experiences in observation and supervised practice in college teaching to be used as basis for analysis of learning experiences. S/U graded.
Students must earn 4 hours of credit for doctoral dissertation research proposal in partial fulfillment of requirements for doctoral degree before admission to candidacy. S/U graded.
Students must earn 12 hours of credit for the dissertation in partial fulfillment of requirements for the doctoral degree. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.