Explores the relationships between language and literacy and cultural-linguistic influences on langauge/literacy development. Topics include phonemic awareness, phonics instruction, fluency, comprehension, spelling and writing. Pre/co-requisite: EDLT 222; nine graduate credits in related areas; Instructor permission.
Dates: May 23 - August 12, 2022; Online asynchronous
The purpose of this course is to prepare literacy professionals to identify, evaluate, and document literacy development in K-12 students. Students who participate in this course should be able to design and use a variety of assessment strategies to improve and adapt instruction, using a strengths-based approach to understanding students’ learning needs. Course participants should also have a solid understanding of theoretical ideas related to literacy development and assessment, enabling them to make critical, informed evaluations of assessment methods and materials.
This is a hybrid course with the majority of the course conducted asynchronously online and 4-5 virtual synchronous meetings over Teams. There will be quite a bit of online interaction and discussion, and you'll each have an opportunity to suggest some course readings and discussion questions related to topics of your choice. The course will culminate with individualonline presentations, as a way of sharing information about topics of personal and professional interest. The goal of this knowledge sharing is to help everyone become more knowledgeable about a wide range of topics. While a number of the readings focus on theoretical ideas and broad issues, we will work consistently to make connections between theory and practice.
Typically, you should expect to devote 10-15hours per week in reviewing online modules, completing required readings, completing assignments, and participating in discussions.
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