EDGRS 513: Educational Research, Design and Development (3)
This course initiates the graduate study research requirement. Course content differentiates the foundational assumptions, elements, methods and designs of educational research through both qualitative and quantitative paradigms. A statement of original research inquiry, a literature review, and a plan for investigating a research problem are developed. Offered according to cohort schedule.
EDGRS 520: The Reading/Writing Connection (3)
Foundational course that investigates research relating to methods, materials, and teaching practices for literacy instruction in grades PreK-12. Includes examination of phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing.
EDGRS 521: Technology and the Reading Specialist (3)
This course is designed as an introduction to instructional technology in literacy education. Provides experiences with designing and using Web 2.0 tools for developing 21 century learning skills for students and educators.
EDGRS 522: Teaching Reading in Content Areas (3)
Four field experience hours
Focuses on methods and materials used to teach reading in the content areas. Involves work on vocabulary, comprehension, motivation, and writing across the curriculum needed by K-12 students when reading in the content areas. Literacy coaching and teaching are required.
EDGRS 523: Language Development and Literacy Instruction for Diverse Learners (3)
Study of language development in children and its relationship to reading and writing with emphasis on cultural and linguistic diversity.
EDGRS 524: Literature for Children and Adolescents (3)
Evaluation and selection of literature to meet the needs of all learners from PreK-12. Emphasis is on literature which reflects the cultural diversity of students. Includes experiences in critical analysis, methods of presenting literature, and uses of literature.
EDGRS 525: Assessment and Evaluation (3)
Eight field experience hours
Course in assessing and analyzing the learning needs of struggling readers. Study of the assessment processes of all readers including tools for screening, diagnosis, progress monitoring, and measuring outcomes.
EDGRS 526: Curriculum Development and Supervision of Reading/Language Arts Programs (3)
Strategies for planning, implementing and assessing reading/language arts programs in elementary and secondary schools. Models of literacy coaching and professional development. Methods for coordinating, communicating, and supporting a reading/language arts programs.
EDGRS 527: Teaching Reading: Theory and Practice (3)
Examination of concepts related to the history of reading instruction and theoretical models of the reading process and the implications of various theoretical positions for teaching and learning.
EDGRS 528: Practicum: Instructional Interventions (3)
Ten field experience hours
Practicum course provides experience in developing and implementing intervention plans for struggling readers; examines literacy intervention programs. Assists teachers in analyzing and using assessment data to make instructional decisions. (12 clinical hours)
EDGRS 529: Practicum for Literacy Leaders (3)
This capstone course is designed to extend practicum experiences and prepare reading candidates for their emerging roles as literacy leaders. This practicum experience allows candidates to apply reading research and theory. Candidates will examine contemporary literacy issues to inform their professional practice.