Doctoral Seminars
LLED 8830 Family and Community Literacies
This course will examine scholarship by literacy and language researchers who utilize diverse methodologies and theoretical orientations in understanding families’ literate and community lives. This course will consider critical contemporary perspectives through the examination of: a) research on family and community literacies and practices; b) research on the role of class and culture in literacy; c) research on popular culture and digital and social media; and d) research on family and school involvement.
EDCI 9900 Critique of Education Research
EDCI 9900 is a doctoral seminar designed to review current research and theory in literacy education. EDCI 9900 will address various research methodologies, including qualitative, quantitative, and mixed methods design and analysis. Participants will review and evaluate major worldviews, paradigms, and epistemologies in literacy research and the ways they inform research design and implementation (e.g., Positivism/Post Positivism; Social Constructivism, Critical Realism; Advocacy and or New Literacy Perspectives).
EDRD 9870 Advanced Research Seminar in Language and Literacy Education
This seminar is for advanced doctoral students in language and literacy education. Students explore research methodology, research findings, and design of research in language and literacy. In this advanced writing seminar, you will: (1) develop a daily writing agenda for your potential research topic/study; (2) exhibit a written knowledge of current research and theories that have the potential for informing research and practice in literacy education; (3) demonstrate an ability to critically reflect on and synthesize research and theoretical works within the literacy field; (4) participate in conversations with literacy researchers/authors about academic writing and; (5) draft, revise, and produce a polished manuscript focusing on a literacy topic/research topic/study.
Masters-level Courses
LLED 7920E Assessing Literacy Materials and Programs
This course introduces students to understand and evaluate core reading programs for elementary, middle, and high schools. In addition, you will analyze literacy programs, examine roles of literacy personnel, address methods of program evaluation to achieve change in literacy programs. This course facilitates an understanding of theories/models in relation to reading instruction for education professionals. The purpose of the course is to examine the role of such professionals in planning, developing, supervising, and evaluating reading programs. Major topics include designing components of an overall reading program, evaluating teacher performance, and planning and conducting professional development workshops.
LLED 6420E Literacy Development and Instruction in Early Childhood
This course aims to focus on the theories and the historical context of early reading instruction, the fundamentals of reading (phonics, phonemic awareness, vocabulary development, fluency and comprehension, [and motivation]), assessment, and language and writing development. You will learn how to integrate literacy across all curricula in the forms of reading, writing, speaking, listening, and viewing. You will be able to identify, assess, adapt, and implement a variety of strategies that consider how all children become active participants in the process of literacy development.
LLED 6060E Content Area Literacies
In this course you will examine reading and writing instructional strategies and materials in the content area classroom. Emphases are on the processes of reading, writing, and language, the role of textbooks concept development, comprehension, vocabulary, and assessment.
LLED 7110E Integrating Digital Resources in Literacy Education
This course provides current digital integration practices in literacy instruction. My aim is to build a space to discuss and reflect on the role of new digital technologies in our teaching, grounded on learning and literacy theories. You will engage in digital reading and writing experiences, using tools for communication, collaboration, design, and research. Students will also discuss the dispositions and habits of mind required in the teaching and learning of digital citizenship, in relation to copyright, attribution, sharing and privacy in online domains.
EDRD 7550 Individualized Classroom Assessment and Instruction
This course introduces the use of formal and informal assessment methods for the diagnosis of individual student’s reading strengths and weaknesses. Emphases include instructional strategies for working with remedial readers and a practicum experience in which students compile literacy profiles of struggling readers using a case study approach.
EDRD 6600 Introduction to Materials and Methods in Reading Instruction
Intended for students who do not have a background in education or who are not majoring in language and literacy education. This course introduces students to classroom approaches to reading instruction. Foci include examination of how children learn to read and analysis of specific strategies and materials used to teach reading. Students are involved in observing and analyzing literacy programs in field experience settings.
EDRD 7600 Theory/Pedagogy in the Study of Reading/Literacy
This course addresses methodologies and materials used in developmental reading programs. Students analyze strategies, materials, and organizational designs for teaching reading to all students including those representing diverse cultural and linguistic communities.
EDRD 7630 Literacy in the Content Areas
In this course students examine reading and writing instructional strategies and materials in the content area classroom. Emphases are on adolescent literacy development, the process of reading and writing in the middle and secondary schools, the role of textbooks and trade books, concept development, comprehension, vocabulary, and study strategies.
EDRD 7650 Individualized Classroom Assessment and Instruction
This course introduces the use of formal and informal assessments of students’ reading and writing abilities. Emphases include instructional strategies for working with a variety of literacy learners across the developmental continuum and a practicum experience in which students compile literacy profiles of students using a case study approach.
EDRD 8610 Supervision of School Literacy Programs
This course introduces students to organization, administration, and supervision of school (P-12) literacy (reading, language arts, English) programs. Students analyze existing programs for elementary, middle, and high schools, examine roles of literacy personnel, and address methods of program evaluation and ways to achieve change in literacy programs.
EDLA 7150: Children’s and Adolescent Literature
In this course students read widely from the body of literature for children and adolescents, examine selected texts in terms of theories of literary criticism, and evaluate books on the basis of literary quality, the characteristics and needs of contemporary young people, and relevance for the teaching of literature.
EDU 542 Methods, Materials and Management in Secondary Education I
This course is the first in a two-part sequence designed to develop knowledge and understanding of effective instruction and classroom management in secondary education. The course addresses the methods, materials, and management of secondary school subjects. Includes laboratory experiences in the university classroom and area secondary schools as well as seminars, and analysis of practical experience with respect to current literature.
EDU 540 Methods, Materials and Management in Secondary Education II
This course is the second in a two-part sequence designed to develop knowledge and understanding of effective instruction and classroom management in secondary education. The course focuses on the development of instructional methodologies, research skills, content area knowledge, and inquiry strategies used to understand assessment and evaluation in the classroom.
EDUC 372 Supervision and Leadership in Reading Programs
This course facilitates an understanding of adult developmental theories and collaborative planning models in relation to their application for enhanced delivery of reading instruction for education professionals. Topics include administration and supervision of reading programs, collaborative peer coaching, research on novice teachers, conditions and strategies that support growth, and specific differentiated supervisory strategies.
EDUC 160 Improvement in Reading in Secondary Schools
This course introduces current theory, research, and applications related to the teaching of reading, writing, and study processes in secondary schools. The course focuses of demonstrating and generating effective content literacy strategies that can be integrated within a total secondary school curriculum. Methods, strategies, and program models appropriate for secondary students are explored.
EDCI 652 Literacy Issues in Urban Education
This course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
EDTE 624/ EDTE 641 Children’s Literature/Adolescent Literature and Culture
Surveys children’s literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature into the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. A field component may be required.
ERDG 610 Literacy and Society
Tisha Lewis Ellison, Ph.D. 