RDLT - Reading & Literacy

This course will focus on ways in which teachers can use technology to promote reading and writing strategies in today’s classrooms. Particular emphasis will be placed on the role of the reading professional in supporting and leading school efforts to select, evaluate and use technologies and online materials with all students and to make adaptations for those who struggle or English language learners. The changing role of technology in literacy instruction and assessment will be examined, with a critical stance toward the variety and use of technology resources. In addition, the course will provide candidates with an opportunity to interact with technology resources that can provide evidenced-based, authentic literacy instruction.

This course will focus on essential aspects of literacy education in the P-12 schools, including what school personnel need to know about current practices in literacy instruction, assessment and intervention. Particular emphasis will be placed on methods for developing student reading comprehension and addressing reading across the content disciplines. Candidates will gain an understanding of literacy acquisition, the language of disciplinary (content area) literacy, the role of affect and motivation in literacy learning, and the issues involved in helping students comprehend text for success in school and preparation for college and career.

This course focuses on the critical evaluation and use of literature and alternative texts appropriate for P-12 learners. Emphasis will be placed on the selection of texts from traditional print, digital, and online resources that represent a broad range of levels, interest and cultural and linguistic diversity. Candidates will explore use of such materials to engage and motivate learners in a comprehensive literacy program.

This course examines the theoretical and historical foundations of reading. Course content will address the importance of applying current research and theory to teaching methods, materials, assessment, and classroom organization for reading instruction. Candidates will also develop an understanding of the ways in which student diversity influences reading and writing development from preschool through high school.

This course will focus on the role of content area literacy on student learning.  Particular emphasis will be placed on the issues involved in helping students comprehend text for success in school and preparation for college and career.  Candidates will explore methods and materials for addressing the reading strengths and needs of students across the content disciplines. Candidates will gain an understanding of the language of disciplinary (content area) literacy, the impact of language and literacy development on a student’s motivation for and efficacy in content learning, and the ways school leaders can support student learning and school staff across disciplines.

This course will focus on theories and methods of literacy education in the P-12 schools, including what school leaders need to know about current practices in literacy instruction, assessment and intervention. Particular emphasis will be placed on methods for developing student reading comprehension for success in school and preparation for college and career. Candidates will gain an understanding of the interaction of language development, literacy, and learning. Candidates will become familiar with varied assessments and instructional approaches and the use of these to address the needs of each student, as well as recognize the role of the reader’s background experiences, affect, and motivation in literacy learning. Administrators and teachers will explore their roles as members of a collaborative team with a common purpose to create a supportive environment for literacy learning.

This course focuses on the use of assessment for informing and improving instruction in literacy for all learners. Emphasis will be placed on the diverse factors that are involved in literacy development and the complexities of appropriately assessing student literacy learning, including the implications of cultural issues. The course will also explore considerations for the selection, administration, and interpretation of a wide range of assessment tools and practices, including current formal and informal diagnostic instruments. Case studies will be used to examine ethical use of literacy assessments and the use of literacy assessment information for instructional and policy decision-making.

In today's rapidly diversifying schools, it becomes increasingly important for students to see themselves represented in the literacy curriculum. In light of this diversity and our changing world, issues of equity and social justice are particularly salient in education today. This course focuses on writing and the critical evaluation and use of literature and alternative texts for P-12 learners as part of a balanced literacy curriculum. A broad range of texts, covering a variety of formats, topics, levels, and issues will be explored. Candidates will learn how to evaluate and use texts for a number of purposes—to engage and motivate diverse learners, to address relevant and timely global issues, and as a writing resource. There will be a particular focus on critical literacy. Candidates will also learn how to organize for writing instruction and ways to teach writing both embedded in literature and as discrete activities, blending writing strategies, language skills, and genre structures.

This course addresses the foundations, theories, materials, and practical applications of strategies applicable to reading instruction in grades 4-12 and the content area fields. Emphasis is on functional techniques for improving student reading performance in the upper grades and incorporating reading instructional approaches into subject matter instruction. This course has a 10-hour field work (clinical) component that requires a candidate to reflect upon strategy use in the classroom, to administer and report on an intermediate to secondary student assessment, and to observe and interview a teacher at the intermediate to secondary level.

This course will examine the theoretical and historical foundations of reading and writing. Content will also address teaching methods, materials, assessments and organization for reading and writing for the emergent and beginning reader. The importance of converting current research and theory to instructional practice is also addressed. This course has a 10-hour field work (clinical) component that requires a candidate to administer and report the results of reading assessments and to observe and interview teachers of reading at the preschool and primary levels.

The course addresses reading instruction for students with diverse learning needs in our schools. Candidates will develop an understanding of the ways in which diversity influences the reading and writing development of all students and will examine differentiated instructional strategies and materials to support students, especially those that struggle with reading and writing. This course has a 10 hour field work (clinical) component that requires a candidate to observe and reflect on reading instruction in classrooms with differentiated instruction.

This course investigates the causes of reading difficulties and explores procedures for assessing and remediating those difficulties. Examination and administration of current assessment instruments is included. Remediation strategies and materials are discussed and demonstrated. This course has a 10-hour field work (clinical) component that requires a candidate to administer current assessment instruments to a student and summarize the results in a case report.

This course is a practicum utilizing a case study technique in the diagnosis of reading problems, including a collaborative seminar approach to data analysis and interpretation, and selection of interventions. The candidate will select, administer, and interpret appropriate formal and informal testing instruments and prepare case reports, which include diagnostic results and recommendations for addressing student strengths and needs through intervention plans. Particular focus will be placed on the analysis of assessment results and supporting teachers and parents in using the results to plan effective instruction, especially for those who struggle with reading and writing, and emphasis will be placed on communicating assessment results to a variety of audiences. A minimum of 20 clinical hours will involve the intensive assessment of students at both elementary and secondary levels, interpretation and analysis of assessment results, and the crafting of case reports.

This course addresses the development of techniques and strategies appropriate for individual and group reading instruction. Organizing for classroom instruction, including collaborating with other professionals and paraprofessionals will be examined. Candidates will have the opportunity to coach colleagues through the modeling of effective instruction. Focus is on designing and implementing reading/thinking strategies to assist students in the construction of meaning and comprehension of written language. The 25-hour field work (instructional practicum) allows candidates an opportunity to assess and develop instructional plans and provide supportive instruction for a student.

This course will examine writing in a balanced literacy curriculum. Candidates will learn how to organize for writing instruction and provide in-depth writing instruction for all students and especially for those who struggle. Content will focus on management strategies, as well as mini-lessons, that blend writing strategies, language skills, and genre structures in the school curriculum.

This course investigates developmental and remedial reading instruction, with particular focus on theories that impact literacy instruction and designing appropriate instruction to address the characteristics of struggling readers. It includes the critical examination of materials and resources to support struggling readers and supporting educators in implementing evidence-based instructional approaches. The course emphasizes using a critical stance toward the scholarship, literature, and research in the field as these influence instructional decisions. A variety of instructional materials, including traditional print, non-print, and online resources are evaluated with an emphasis on meeting the needs of all learners, particularly those struggling to read and write, and English language learners.

The dimensions of language acquisition especially as it relates to first and second language acquisition are introduced. Phonetics, phonology, morphology, syntax, semantics, and communicative competence and their implications for ESL and bilingual teachers are addressed.

This course investigates the causes and definition/identification/characteristics of reading problems and explores procedures and assessment instruments appropriate for diagnosis of all readers’ strengths and areas of need. Of particular focus is a comparison and evaluation of a wide range of assessment tools and practices, including current formal and informal diagnostic instruments, and the purposes and use of such tools in planning and evaluating reading instruction. This course provides experience with hands-on administration and interpretation of reading assessment tools and practices and the analysis of data from multiple sources. Clinical hours incorporate the administration of diagnostic instruments and the completion of a case report that synthesizes information into a comprehensive profile of a reader.

This course focuses on the selection, administration, and interpretation of a wide range of assessment tools and practices, including current formal and informal diagnostic instruments and the use of such tools in planning and evaluating instruction. Special attention is given to those instruments designed to evaluate language proficiency and academic achievement in bilingual and English language learners, as well as those instruments appropriate for the diagnosis of all readers. Candidates will be able to support teachers in the selection, use, and interpretation of such tools, especially considering characteristics of English language learners. Fairness and equity in test selection, administration, and interpretation are addressed. This course provides experience with hands-on administration and interpretation of reading assessment tools and practices and the analysis of data from multiple sources. Field experience (clinical) hours incorporate the administration of diagnostic instruments and the completion of a case report that synthesizes information into a comprehensive profile of a reader.

The impact of culture on society and the educational system, a teacher’s personal experiences, and the importance of culture in addressing the educational and social needs of immigrant students and English language learners (ELLs), are examined. The dual processes of acculturation and cultural conflict are explored, as they relate to learning norms, academic and behavioral expectations. Culturally relevant literature and reading strategies for diverse learners are considered. Participants will develop strategies for designing culturally relevant learning opportunities to foster the academic success of diverse groups in a multi-language, multi-ethnic learning community. The effects of prejudice, stereotyping, and discrimination are discussed, as well as the importance of advocacy and community connections.

This course will focus on ways in which teachers can foster multiliterate practices in the classroom. Emphasis will be placed on the role of the reading professional in supporting and leading the selection and development of multimodal practices and materials for reading, writing, and meaning making. In particular, candidates will learn how to organize for writing instruction and provide in-depth instruction for all students, particularly those who struggle and English language learners. The changing role of technology in literacy instruction and assessment will be examined, with a critical stance toward the variety and use of technology resources. Candidates will evaluate how writing and technology are implemented to enhance student learning.

The course examines the skills to support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students. Candidates will also explore ways to build effective school-wide professional development programs and provide individual coaching to support the professional growth of teachers and other educators. Candidates examine the role of the reading professional in community involvement and professional advocacy. This course includes a 25-hour field work (clinical) component, which requires the candidate to develop and deliver a professional presentation to an external audience, provide coaching to a teacher, and analyze a district literacy curriculum for improvement initiatives.

This course addresses theory- and research-based practices for developing disciplinary literacy and implementing effective reading and language arts instruction across the content areas. Of particular emphasis is the role of reading, writing, listening, speaking, and visual representation in student learning across the curriculum. Effective practices for teaching and supporting student writing, reading comprehension, and verbal and visual expression and interpretation will be explored with a wide range of informational texts and media.

This course provides an overview of principles of research and the history and practice of research in educational settings as a tool for leadership and change. The candidate selects a topic that addresses an issue or concern affecting the learning community or education professional. Through examination, participation, and application, the graduate candidate will develop a research proposal project that will reflect his or her understanding of how research can be applied in school settings for the improvement of educational practices and processes.

This course is a study or project done under the direction of a member of the Department of Reading and Literacy. Prerequisites: Consent of Department Chair and completion of the Independent Study form.

This practicum includes supervised field experience (clinical) in a reading setting at the elementary, middle, or secondary school level. The practicum setting will be individualized to allow the candidate to provide instruction to students who struggle with reading and technical assistance to teachers at a level that expands the candidate’s current teaching experience. The practicum will emphasize the use of instructional approaches that are supported by research; evidence-based practices for creating routines, configurations and environments to support literacy learning; and collaborative work with professionals in the setting. A minimum of 50 clinical hours is required in the setting.

Under the guidance of a faculty advisor and committee, the candidate composes a major research-oriented work on a topic appropriate to reading. This course is geared toward the candidate who wishes to pursue advanced work. The Thesis is a follow-up to proposals that were developed in Practical Research for Learning Communities.

All candidates working on a master’s thesis from a previous semester must register for thesis supervision until the thesis is accepted.