Reading (Type 10) Specialist Course Descriptions

EDGRS/EDGCC 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 language elements. Phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing will be explored.

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)

*Ten 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 and Literacy Instruction for Diverse Learners (3)

Study of language in children and its relationship to reading and writing with emphasis on cultural and linguistic diversity, delivery models, and instructional approaches.

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: Practicum I: Assessment and Evaluation (3)

*Ten field experience hours
Introductory practicum experiences in assessing and analyzing the learning needs of individuals with moderate to severe reading problems; developing and implementing an individualized instructional program based on diagnostic findings. Study of the theoretical bases and rationale for selected diagnostic/instructional and testing procedures. (10 clinical hours)

EDGRS 526: Curriculum Development and Supervision of Reading/Language Arts Programs (3)

*Ten field experience hours
Strategies for planning, implementing and assessing reading/language arts programs in elementary and secondary schools. Guidelines for supervising and developing staff effectiveness. Criteria for selecting and using instructional materials and assessment measures. Knowledge of the qualifications, function and duties of reading professionals. Methods for coordinating, communicating, and supporting a reading/language arts programs and its school related services. Field work involves case study of a school reading program.

EDGRS 527: Theory and Practice of Language and Literacy (3)

Examination and interpretation of the theoretical models of the reading process, language acquisition, and the implications of various theoretical positions for teaching and learning.

EDGRS 528: Practicum II: Instructional Interventions (3)

*Twenty field experience hours
Advanced practicum course in developing and implementing appropriate intervention plans for struggling reader/s. Examines interventions programs to improve student learning. Assists teachers in analyzing and using assessment data to make instructional decisions. (20 clinical hours)

EDGRS 529: Seminar for Literacy Leaders (3)

This capstone course is designed to prepare reading specialist candidates for their emerging roles as literacy leaders. Candidates examine contemporary literacy issues to inform their professional practice.

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