Reading (Education) (EDRG)

A graduate research project must be completed and submitted to the Graduate Office for a grade to be assigned. Otherwise IP notations are recorded. This course is specifically designed for Plan II and Plan III students.

Restrictions: Enrollment is limited to Graduate level students.

Repeat Status: Course may be repeated 3 time(s).

This course is for thesis students. The course requires 6 hours of grades, the first 3 hours consisting of completion of a thesis proposal and the last 3 hours consisting of completion of the thesis. Completion of the thesis proposal is a prerequisite for enrollment in the last 3 hours of thesis.

Restrictions: Enrollment is limited to Graduate level students.

Repeat Status: Course may be repeated 1 time(s).

This course is designed to address the literacy needs of young children from birth to early elementary. The course examines the various emergent literacy skills needed for children to learn to read and the pedagogies that explicate such learning. This course allows graduate students to teach children to read and/or work with students who struggle with learning to read and those who are missing the foundational early literacy skills, such as oral language development, phonological and phonemic awareness, and phonics.

Restrictions: Undergraduate level students may not enroll.

This course is a continuation of EDRG 5310. This course will address the literacy needs of elementary and secondary students who are learning to decode multisyllabic words utilizing common syllable types and syllable division patterns and morphology. Additionally, encoding using coding orthographic patterns will be addressed. Fluency, as a bridge between decoding and comprehension will be emphasized as graduate students learn fluency skills, assessment, and strategies.

Restrictions: Undergraduate level students may not enroll.

This course is designed to address the literacy needs of individual and diverse students. This course examines the varying needs of individual students, including English language learners, when developing literacy skills and ways in which literacy instruction may be differentiated to meet each student's needs. This course allows graduate students to meet the diverse needs of students.

Restrictions: Undergraduate level students may not enroll.

This course addresses comprehension theories, models, and factors that affect reading comprehension and their impact on instructional strategies. A focus on fluency, vocabulary, word study, and literature will be presented to learn about contextual factors that affect reading comprehension.

Restrictions: Enrollment is limited to Graduate level students.

The course explores the application of methods and materials to develop the essential elements of language arts is discussed. This includes listening, speaking, reading, writing, viewing, and visually representing in the classroom and the interrelated nature of these components. Special attention is spent on the recursive nature of reading and writing.

Restrictions: Undergraduate level students may not enroll.

This course explores new and emerging literacies and their relationship to literacy development and improvement across the 1-12 school curriculum. Course content is informed by relevant theories, research, and practice pertaining to current understandings of learning and digital use. Students are expected to develop skills needed to effectively integrate these multiliteracies into their professional practices.

Restrictions: Undergraduate level students may not enroll.

This course explores hot topics in literacy research. Students will be expected to critically evaluate existing research and understand how research impacts literacy development and education. Students will gain knowledge of scholarly literacy research outlets that focus on contemporary issues in literacy education.

Restrictions: Enrollment is limited to Graduate level students.

This course is designed to teach the components of early literacy instruction and the science of teaching reading. Using evidence-based reading research, the course focuses on teaching emergent literacy skills, such as oral language development, print awareness, phonological and phonemic awareness, while addressing decoding, encoding, and word analysis skills. Additionally, this course emphasizes how to plan effective and developmentally appropriate instruction for young, diverse learners. This course may require up to 10 hours of experiential learning.

Restrictions: Undergraduate level students may not enroll.

Adult Literacy addresses the varied literacy needs of adult learners. The course emphasizes reading, writing, listening, and speaking skills needed in formal settings and in social and environmental contexts particular for adults. This course is for graduate students who wish to assess, tutor, and teach adult learners to read and/or improve various literacy skills in adults.

Restrictions: Enrollment is limited to Graduate level students.

This course is a continuation of Early Literacy and Language I. It is designed to teach the components of early literacy instruction and the science of teaching reading. Using evidence-based reading research, the course focuses on teaching advanced phonics, fluency, vocabulary, and comprehension skills and strategies. Additionally, this course emphasizes how to assess and plan developmentally appropriate instruction for young, diverse learners. This course may require up to 10 hours of experiential learning.

Restrictions: Undergraduate level students may not enroll.

This course emphasizes the literacy demands of students who struggle with learning to decode written language. Attention will be given to the characteristics, evaluation, identification, intervention, and laws regarding dyslexia and related disabilities and differences. These diagnoses include: hyperlexia, dysgraphia, and attention deficit disorder. Appropriate instructional practices such as multisensory and multimodal teaching strategies will be explored and best practices within reading intervention promoted.

Restrictions: Undergraduate level students may not enroll.

This course includes methods of assessment, both formal and informal, with attention given to using data to drive instruction, differentiated reading instruction and grouping practices. Core assessments for reading and writing will be discussed.

Restrictions: Enrollment is limited to Graduate level students.

This course will explore the role of the reading specialist as a leader in the school and community. This course allows students to examine opportunities to support and guide literacy programs in schools, families, and communities by evaluating a school wide literacy program to promote school change. This course will also take students through the process of supporting educator's growth in pedagogy through a professional development model of instructional coaching to cultivate classroom change.

Restrictions: Enrollment is limited to Graduate level students.

This course provides the necessary skills and processes to conduct a literacy action research study within an educational setting. This course requires graduate students to collect data, analyze data, report findings, and take informed action.

Restrictions: Undergraduate level students may not enroll.

This seminar investigates current issues and trends in reading, language arts, and education. This course may be repeated when course topic change.

Restrictions: Enrollment is limited to Graduate level students.

Repeat Status: Course may be repeated 2 time(s).

Experience in developing competency in diagnosis and remediation of reading deficiencies in clinical setting.

Restrictions: Enrollment is limited to Graduate level students.

This course provides experience in literacy leadership. Graduate students are expected to partner with a campus or district reading specialist and assist in assessing and providing support to PK-12 students. In addition, graduate students are expected to provide instructional support and professional development to teacher. The graduate student will be required to complete a minimum of 160 hours combined in pre-K, elementary, middle, and high school settings, as reading specialist certification encompasses PK-12. In addition, two years of teaching experience and a valid teaching certificate are required.

Restrictions: Enrollment is limited to Graduate level students.

This course provides a short-term study abroad experience in a host country/state or regional area. This course will provide students with an in-depth knowledge of the language arts: reading, writing, listening, speaking, viewing, and visually representing in another language, culture, and/or country. Pre-travel background reading and discussion of target country/region; travel orientation and approval of project; host country observation of educational facilities and personnel; discussions with host country educational leaders, professors, and government officials; post travel reports.

Restrictions: Enrollment is limited to Graduate level students.

Repeat Status: Course may be repeated 2 time(s).