Program of Study
EDLT 222 Cultivating Children’s Literacy in the Elementary and Middle School
This course focuses on current research and best practice related to the development of strategic, motivated, and independent readers and writers. Though the course is influenced by the Common Core State Standards, it is through the lens of poverty that the components of literacy and teaching literacy are studied, emphasizing the joint study of reading and writing in collaborative environments.
EDLT 236 Multicultural Children’s Literature
Through this course, you will further develop your understanding of the role that children’s literature can play in multicultural and social justice education. We will read widely from authors of high-quality multicultural literature, evaluate multicultural texts/resources for use in our classrooms, and develop lesson plans and activities using high-quality examples of multicultural literature. To address the needs and interests of education students at various stages of their career, this course incorporates a personalized learning component, delivered through a hybrid course format (4 sessions face-to-face and the rest online). Due to its flexibility, this course is open to practicing teachers, Master’s degree students, and undergraduate students.
EDLT 375 Literacy Assessment: Understanding Individual Differences
Learn to identify, evaluate, and document literacy development, with an emphasis on assessment and instruction for disabled readers and at-risk students. In contrast to older courses in diagnosis, which emphasize dysfunction and deficits, this course focuses on designing and using assessment strategies to improve and adapt instruction. Both alternative assessment processes and normative tools will be examined. The influences of materials and methods and the role of cultural diversity in school learning will be explored and utilized to plan interactive assessment-instruction strategies in the classroom or clinical settings.
EDLT 376 Clinical and Tutorial Approaches for Literacy Intervention
This 3-credit supervised clinical practicum is an opportunity for you to implement your knowledge of literacy research and practice, as well as your broader knowledge of education and learning in an intensive teaching context. An important part of your work will be to demonstrate an understanding of the cultural, linguistic, and ethnic diversity of the children with whom we work as you plan and make recommendations to parents and school. You will be asked to use and explain research-based teaching strategies as you collaborate daily with your colleagues to help each of them develop the best research-based instructional program for each of their children. You will work with two children experiencing difficulty in literacy learning. The selected children will "stretch" your skills in a variety of ways, including working with children at an age level with which you are less familiar.
EDLT 379 Seminar in Reading Instruction
In this course, we will address individual and group instructional approaches, interventions, and supplemental programs for addressing specific difficulties in reading, writing, and language. Topics include identifying student needs, planning and implementing instruction, monitoring progress, and evaluating program effectiveness. Significant trends in literacy interventions are also discussed, as we make connections between theory, research, and practice. We will also discuss the role of the specialized literacy professional in a school setting.
EDLT 385 Critical Issues in Language and Literacy
This hybrid course provides experienced literacy educators with knowledge and expertise related to critical issues in language and literacy acquisition and the implications for students, teachers, educational systems, and parents. Participants will read broadly from contemporary research to learn about various contexts and their influence on language and literacy acquisition, including: socio-cultural, linguistic, and the influence of learning English as a second language. We will closely examine implications from contemporary research and practice for instruction, assessment, and policy. Participants will apply knowledge of research and practice through collaborative action research and the development and implementation of professional development.
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