Course Descriptions

CEDU 549 - Technology Based Research and Statistics

(Credits: 3.00)

This course helps educators to read, understand and evaluate research. They will acquire knowledge of basic research design and guidelines for judging research quality. The course provides an instruction to basic descriptive and inferential statistics. The emphasis is on the roles such procedures play in interpreting research. The computer will be used to develop understanding of these statistics.

RL 502 - Issues of Diversity in Literacy Classroom

(Credits: 3.00)

This is a reading- and writing-intensive course that engages class participants in reading, reflection, discussion, and written response to issues of diversity in the context of literacy. In this course, students read and examine narrative and expository literature to gain multiple perspectives on issues of diversity in language and literacy development. The purpose of the selected course readings is to generate a variety of ideas and questions. As students talk about ideas and issues or pose questions, it is ideas that are open to challenge-not individuals. It is essential that students feel comfortable enough to explore the multiple perspectives in themselves to examine the connectedness of literacy, language and identity.

RL 507 - Emergent Literacy

(Credits: 3.00)

This course introduces students to topics in fields related to the needs of beginning readers and writers. Students examine, discuss, and apply their knowledge of the following topics: language and literacy development, appropriate practices to meet the diverse language and literacy needs of young children, and assessment of language and literacy development.

RL 509 - Practicum: Assessment and Instruction of Literary Difficulties

(Credits: 3.00)

This course provides a field-based experience for students to apply tools and strategies to support literacy development that have been learned thus far in the program. Students work with struggling readers and writers, assessing their strengths, interests and needs, and then planning and implementing appropriate instruction to address the learners' specific challenges. Prerequisite: Enrollment is contingent upon successful completion (grade of C or better) of all courses and benchmarks listed on the program calendar that take place before the practicum..

RL 510 - Language, Cognition and Literacy

(Credits: 3.00)

This course includes examination, discussion, and application of linguistic and learning differences as applied to the relationship among language, cognition, and literacy.

RL 516 - Supervision of PreK-12 Literacy Programs

(Credits: 3.00)

This course is designed to prepare literacy leaders for the responsibilities involved in the implementation of a K-12 literacy framework. Guidelines are provided for supporting leaders through the change process: determining district literacy needs, selecting sound instructional materials and technology, developing implementation and staff development plans, creating effective literacy coaching strategies, and establishing accountability mechanisms to monitor literacy program effectiveness. Students construct a professional development plan to prepare for their personal growth as future literacy professionals.

RL 517 - Literacy Development in the Content Area

(Credits: 3.00)

This course focuses on the role of the middle/secondary school teacher in developing strategic learners. Students learn strategies for teaching children how to use disciplinary text-based literacies to understand and use information.

RL 519 - Word Recognition

(Credits: 2.00)

This course is designed to examine effective word identification, spelling, and writing instruction. Students will examine research and theory in this course, but it is closely tied to classroom instruction and to the content of the rest of the program. Discussions and work sessions focus on phonological awareness instruction and activities, phonics instruction, strategies for integrating word study with literature, and assessment. Spelling instruction is necessarily integrated.

RL 550 - Readings and Research in Literacy and Language Disability

(Credits: 3.00)

This course examines experimental, descriptive, and ethnographic research related to literacy instruction in the classroom setting. Course content also addresses diagnosis of and instruction for children with difficulties in literacy development. Seminar goals stress the interpretation of research, the formation of a personal philosophy and the creation of a model of the reading or writing process.

RL 552 - Action Research

(Credits: 3.00)

This course provides an opportunity for students to engage in classroom action research. Action research is defined as working in an authentic educational context with an authentic task that is both implemented and evaluated. The purpose of this course is to refine students' problem-solving abilities while providing hands-on experience in classrooms and schools. It is a requirement for the completion of the Master of Arts degree.

RL 554 - Issues in Literacy

(Credits: 1.00)

This course explores current issues in literacy instruction. Students will explore a current issue in depth and formulate a research-based position statement.

RL 558 - Reading and Writing with Children

(Credits: 3.00)

This course is designed to examine effective, diverse reading and writing instruction and assessment. Students examine research and theory in this course, as well as consider how they plan to incorporate the reading of literature into instruction and assessment and how to design writing programs.

RL 559 - Comprehension

(Credits: 3.00)

This course is an in-depth study in the area of comprehension. Students read cognitive and sociocultural theories related to comprehension development as well as learn about diverse contexts for comprehension instruction. Students examine and reflect on their own comprehension instruction.

RL 580 - Program-based Research

(Credits: 1.00)

This course is designed for graduate students who have completed the RLD program and wish to earn their 17 Reading Specialist license. In the course, students will implement aspects of their needs-based district literacy proposal in their school setting. Students will work individually with an adviser to complete this project.