Course Descriptions — Reading Instruction

EDU6300 Professional Research in Literacy Learning I  (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 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)
The focus of this course is on the assessment and instruction related to the development of students’ skills in phonemic awareness, phonics, sight vocabulary, context, morphology, and spelling in grades K-12. A classroom-based field experience is a requirement of the course.
No prerequisites.

EDU6320 Effective Comprehensive Instruction (3 semester hours)
The focus of this course is on assessment and instructional practices related to the development of comprehension skills in students in grades K-12. A coaching-based field experience is a requirement of the course.
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. A school-based field experience with a coaching component is a requirement of the course.
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.  The results of the assessments will be summarized in a written report.  Candidates will also analyze the efficacy of current assessments typically used in school districts (e.g., DIBELS, MAP, AIMSweb).  This course requires a field experience with a student.  
No prerequisites.

EDU6350 Teaching Reading to Diverse Learners (3 semester hours)
In this course, the candidate explores reading strategies for developing differentiated lesson plans that meet the needs of diverse learners. A school-based field experience with a coaching component is a requirement.
No prerequisites.

EDU6370 Texts for Children (3 semester hours)
This course provides information for the successful selection and integration of high-quality children’s and young adult narrative, expository, and computer-based texts into classrooms in grades K-12.
No prerequisites.

EDU6380 Supervision and Administration in Literacy I (3 semester hours)
In this course, the candidates 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. A school-based field experience with a coaching component is a requirement.
Prerequisite: successful completion of content area classes.

EDU6390 Supervision and Administration in Literacy II (3 semester hours)
In this course, the candidates examine the responsibilities of the reading specialist within the context of a school district and surrounding community. Topics include accessing, gathering, and evaluating district-level assessment data related to reading; planning professional development; becoming informed about budgeting for curriculum and reading programs; communicating with staff, administration, and the public; securing funding; and continuing personal development as a reading professional. A school-based field experience with a coaching component is a requirement.
Prerequisite: successful completion of EDU6380.

EDU6400 Professional Research in Literacy Learning II (3 semester hours)
In this course, the candidates conclude their action research projects that were initiated in EDU6300 and share with their building and district colleagues. Candidates also update their personal philosophies on becoming a reading specialist.
Prerequisite: successful completion of EDU6300.

EDU6410 Practicum in Reading (6 semester hours)
In this course, candidates will learn to develop and implement individual instructional plans based on results from formal and informal assessments covering the areas of phonemic awareness, phonics, vocabulary, comprehension, and fluency.  These plans will demonstrate candidates’ knowledge and application of appropriate instructional materials and technology, resources, and support for diverse populations of readers in grades K-12.  This is a 6-semester-hour supervised clinical experience which requires 30 hours of work with two students and culminates with the writing of two formal case studies which are shared with parents in a conference.
Prerequisite: successful completion of content area classes.