Core Courses
EDU 550C Curriculum: Design and Practice (3)
An exploration of the content that revolves around the development of the curriculum, this course includes curriculum analyses, models, alignment, and evaluation.
EDU 551C Psychological Foundations of Learning (3)
This course addresses developmental stages within the context of major learning theories. The psychology of learning includes motivation, humor, strategic learning, anchored instruction, mediated learning, metacognition, brain research, classroom organization, management, climate, and communication for effective teaching.
EDU 563C Legal, Ethical, and Political Issues (3)
Legal and ethical responsibilities of teachers toward their students are central to this course. The legal rights and liabilities of teachers and the responsibilities in maintaining an orderly classroom climate will be discussed. Political influences are juxtaposed against moral and ethical responsibililities in decision making. Strategies for interacting with media are included.
Major: 21 hours (in addition to the major, the following two courses may be required)
[Advanced Literacy/Reading Instruction: Theory and Practice (3)
Literature and Book Selection for Children and Adolescents (3)]
RDG 6000 Advanced Literacy/Reading Instruction: Theory and Practice (3)
Literacy acquisition as a developmental process is emphasized in this course. Activities are designed to create an appreciation for the complex process of reading. Lecture and discussion topics include an historical perspective on learning to read, what it means to be a reader and writer, the emergent reader, developmental stages of reading, assessment strategies for reading and writing, organizing and managing a balanced reading program, selecting appropriate materials for instruction. Using technology to support language learning is explored. Practicum experiences at various grade levels will be required. Course addresses state standards 1,2,5,6,8,9,10.
RDG 6010 Reading and Writing in the Content Areas: Middle and Secondary Schools (3)
The relationship between learning strategies and the subject areas normally taught in grades 4-12 is the focus for this course. Current theory and use of reading and writing in content areas is discussed. Reading comprehension as a process and skills such as fluency, attention, working memory, content specific vocabulary and motivation as each relates to constructing meaning from text will be examined. Using technology as a tool to support language learning in the content area will be explored. Assessment that mirrors instruction is embedded within the topics. Course addresses state standards 1,2,5,6,7,8,9,10.
(A field experience is required in order to pass this course, see syllabus for specific details.)
RDG 6020 Literature and Book Selection for Children and Adolescents (3)
The various genres of literature for children and adolescents, and approaches to building a quality literature program are highlighted. Criteria for selecting quality literature through consideration of developmental needs, reading levels, and relevancy for today's children and youth are investigated. A bibliography of selected children's books or adolescent books is required. Course addresses state standards 3,4,5.**
RDG 6030 Analysis and Correction of Reading Problems (3)
Emphasis in this course is placed on theory and practice in the diagnosis and treatment of reading difficulties. Students are introduced to formal diagnostic tools for identifying struggling readers. Students examine research-based strategies, practices and intervention programs and criteria for selecting appropriate materials for instruction. Guidelines for communicating with parents and community regarding students' reading difficulties and progress will be discussed. Application of assessment and intervention techniques are required through a diagnostic case study in which the student tutors a child, identifies the reading problem, implements intervention strategies to correct the problem, and makes recommendations for parents and teachers. Students will connect research, theory, and practice as they share tutoring experiences and receive feedback from their peers. Course addresses state standards 1,2,3,4,5,6,7,8,10,11,13.
(A field experience is required in order to pass this course, see syllabus for specific details.)
RDG 6040 Diverse Learners and Literacy Instruction (3)
Differentiation of instruction for English language learners, special needs children and culturally diverse learners are emphasized in this course. Learning styles and learning models are explored and integrated into curriculum, instruction and assessment. Various strategies, methods of reading instruction used in settings with special populations will be examined as well as the research that has evaluated different models. A literacy practicum with special populations is required. Course addresses state standards 2,3,5,6,7,8,10,11,13.
(A field experience is required in order to pass this course, see syllabus for specific details.)
RDG 6050 Reading: Supervision and Leadership (3)
Principles and procedures for planning, implementing, evaluating and supervising reading programs at the school, district, and state levels are studied. Included are theoretical foundations of planning and supervision as well as practical application of theory. A focused shadowing field experience is designed and carried out by the student. Course addresses state standards 1,2,3,4,5,6,7,8,10,11,12,13,14,15,16.
(A field experience is required in order to pass this course, see syllabus for specific details.)
RDR 6060 Seminar in Reading (3)
Current trends in research and issues in literacy are studied by critically examining selected qualitative and quantitative investigations that have shaped the field of reading. Students must complete and in-depth review of literacy research on a focused topic. As a part of this course, an action research project proposal is required. The instructor must approve the action research problem. Course addresses state standards 1,2,3,4,10.
RDR 6070 Action Research in Reading (3)
The action research proposed in Seminar in Reading is implemented. A paper including the proposal, the literature review (work from Seminar in Reading), the methodology, and results will be prepared. A multimedia presentation of the findings of the action research will be presented in class. Course addresses state standards 1,2,3,4,10,11,12,14,16.
E-portfolio Presentation (NC)
The student will maintain an E-portfolio throughout the program that will be evaluated as part of the seminar in reading or action research course.
RDG 6020 Literature and Book Selection for Children and Adolescents (3)
** Required if not take for initial certification
