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EDRD — Elementary Education: ReadingSubtitle indicates whether workshop is for elementary or secondary teachers. Topics related to remedial reading, word identification, comprehension, study skills, content reading and trends and issues will be included. S/U graded. Repeatable, may be taken four times to a maximum of 10 credits, under different subtitles.Consider interests and abilities governing choice of literature from kindergarten through young adult. Survey literature. Emphasize modern literature, uses of literature in curriculum and multiple responses to literatureExamine development of listening, speaking, reading and writing. Review current research on language and literacy development including environmental factors that enhance or reduce from language literacy acquisition and development.Prerequisites: EDFE 120 or EDFE 125. Investigate content and processes of reading/writing development of middle level and secondary students. Develop sensitivity to individual differences in literacy development. Investigate strategies to integrate reading/writing across curriculumsOpen by invitation to resident undergraduate students. Supervised professional activity in literacy of approximately two hours per day. A well-written paper must be filed with instructor before credit given. S/U graded. Repeatable, maximum of three credits.Prerequisite: EDFE 120, Choose 1 or 2: (1) eligibility for workstudy;
or (2) permission of the instructor. Develop understanding of content and processes of literacy tutoring session. Adjust instruction according to observed behaviors of tutees. Effectively support literacy development of tutee. S/U graded. Repeatable, maximum of two credits.Prerequisites: EDFE 120, eligibility for work study, successful completion of two semesters as an America Reads tutor and successful completion of two semesters of EDRD 402 or permission of the instructor. Refine and extend understandings of the literacy development of elementary students and the ability to adjust instructional interactions according to the observed behaviors of assigned tutees. S/U graded. Repeatable, maximum of four creditsSubtitle indicates appropriate participants. Topics related to reading/literacy: 1) developmental, intervention, and remedial programs and instructional strategies; 2) standards; assessment; 3) school wide efforts; 4) research; and 5) trends and issues will be included. Repeatable, under different subtitles. S/U graded.Prerequisites: EDFE 110 or EDFE 120. Teaching/learning strategies, reading materials, selection, lesson planning and organizing for instruction in reading across the total curriculum constitute the focus of the course.Prerequisites: EDFE 120; EDRD 410. Emphasizes reading diagnosis with elementary students leading to instruction through a variety of approaches toward the end of enabling teachers to select appropriate methods/materials.Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.3.00 GPA Required. Teaching/learning strategies, reading materials, selection, lesson planning and organizing for instruction in reading across the total curriculum constitute the focus of the course.3.00 GPA required. Course will emphasize diagnosis leading to instruction through a variety of approaches toward the end of enabling teachers to select appropriate methods/ materials.Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.Full admittance to PTEP or certification at the undergraduate level required. Develop understanding of cognitive affective needs of middle and secondary students in reading and writing to learn. Develop sensitivity to individual needs. Participate in related field experiences.Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Students examine the developmental nature of language, literacy and cognition birth to adulthood by reading and studying classic and current research. The impact of nature and nurture will be examined.Prerequisites: EDRD 611 for Reading Majors. Study of the nature of reading instruction, K-6 as reflected by current research, teaching and evaluation methods and techniques, published and teacher prepared materials, and effective classroom management.Prerequisites: Full admission to PTEP or licensure at undergraduate level required. Considers locating and evaluating children's, adolescent, and young adult literature and methods of organizing, teaching, and evaluating a literature program. Examine issues such as censorship, multicultural literature, and style analysis.Advanced study, and inquiry, in Reading/Literacy education. Address landmark research, analysis and synthesis of past and present trends and issues, and scholarly pursuit of scholarly topic. Repeatable, may be taken four times, under different subtitles.Prerequisites: EDRD 612 and EDRD 620 or equivalent for Reading Education majors. Develop an understanding of the educationally disabled reader and writer in elementary and secondary school. Explore diagnostic and instructional strategies. Required tutoring experiences.Prerequisites: EDRD 611 and EDRD 612 for majors. Introduction to reading skills and reading requirements in developmental reading and subject-matter classes in the middle and secondary school. Examine instructional strategies and evaluation procedures as reflected by research.Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.Prerequisites: EDRD 611, EDRD 612 and EDRD 620 for reading majors. Assist classroom teachers with children's writing process. Emphasis on: writing process; encouragement of process development; children's growth in writing process; and, recording, assessing, and reporting student progress.Prerequisites: EDRD 611, EDRD 612 and EDRD 620. Study research procedures and their application to reading education. Critique reading research and reading programs and practices. Develop and present a research project in the area of reading/literacy.Prerequisites: EDRD 617 and full admission to PTEP. Seminar course intended to prepare reading teachers, specialists, coordinators and administrators for directing textbook adoption, curriculum development and issues, staff development, evaluation and supervision of reading/writing programs.Prerequisites: EDRD 617 and full admission to PTEP. Supervised clinical instruction of elementary/middle/secondary school disabled readers. Continued professional development, in the areas of collegial communications, reflective coaching, and leadership capacity. May be completed at each level. Repeatable for a maximum of 12 hrs.Prerequisites: Register final semester of coursework for MA in Reading. Explores major trends in reading education; synthesis and assimilation of information gleaned from all courses in the MA in Reading Program. S/U graded.Optional for Master of Arts programs on recommendation of major advisor. Successful completion of a formal thesis paper and oral defense required. S/U graded. Repeatable, no limitations.Advanced study and inquiry, in Reading/Literacy education. Address landmark research, analysis and synthesis of past and present trends and issues, and scholarly pursuit of scholarly topic. Repeatable, may be taken four times, under different subtitles.Designed for Reading/Literacy professional completing doctorate. Encourages and examines professional contributions encompassed within the reading/literacy field including scholarly activities, organizational memberships, and service roles.Experiences in observation and supervised practice in college teaching to be used as basis for analysis of learning experiences. S/U graded. Repeatable, maximum of nine credits.Required of all doctoral students. Students must earn 4 hours of credit for doctoral dissertation research proposal in partial fulfillment of requirements for doctoral degree before admission to candidacy. S/U graded. Repeatable, maximum of four credits.Required of all doctoral candidates. Students must earn 12 hours of credit for the dissertation in partial fulfillment of requirements for the doctoral degree.
S/U graded. Repeatable, no limitations.To permit a graduate student to continue making progress in a degree program.
S/U graded. Repeatable, no limitations.