Literacy Education - Courses

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GEDU 5900 | Nature and Acquisition of Literacy | 3 credits | 15 weeks

This course presents a historical overview of language and literacy acquisition theories and models that have shaped current literacy instruction. For instance, students will study literacy through constructivist, developmental, sociocultural, and cognitive lenses. There will be a focus on connecting theory to practice with an introduction to evidence-based approaches to teaching literacy in all grades. Students will be expected to read and synthesize key research to define literacy and to understand literacy foundations including the essential components of reading instruction.

GEDU 6900 | Teaching Writing | 3 credits | 15 weeks

This course provides opportunities for students to develop knowledge and understanding of the theoretical frameworks of writing instruction, aspects of writing development and foundational writing skills, the writing process and evidence-based practices of how to teach writing. A guiding principle of this course is teachers who are writers have the confidence and understanding to be better teachers of writing and, therefore, can effectively teach writing. Students will be expected to participate in writing workshops to discuss and discover their own writing process. In addition, students will participate in a practicum working with students in grades 5-12 to apply learning and best practices to instruction that will help foster the confidence and skills to become better writers.

GEDU 5902 | Assessing Literacy | 3 credits | 15 weeks

In this course students will investigate research-based tools available to assess literacy. Students will explore and evaluate a variety of tools to assess oral reading, concepts of print, phonological awareness, phonemic awareness, letter-sound correspondences, phonics, spelling development, fluency, vocabulary, comprehension, motivation, interest, and writing. Students will be expected to prepare a case study report that interprets and synthesizes assessment data collected as well as provides implications for instruction regarding a K-12 student’s strengths and areas of growth.

GEDU 5903 | Assessment-driven Literacy Instruction | 3 credits | 15 weeks

This course will build on students’ knowledge of assessment and develop their ability to provide assessment driven literacy instruction suitable for students that experience reading and/or writing difficulties in grades K-2. It will focus on evidence-based, code-emphasis intervention. In addition, course topics will include utilizing informal and formal assessments, analysis of assessment data, choosing texts with and for students that align with the students’ skills, interests, needs, and cultural and linguistic backgrounds. Students will prepare lesson plans that connect explicit, code-emphasis, instruction and reading and writing for authentic purposes. Students are expected to fulfill about 15 hours of their literacy practicum requirements.

GEDU 6914 | Advanced Methods for Supporting Readers in All Grades | 3 credits | 15 weeks

In this course, students will draw on and build on their existing knowledge of literacy theory and research. Further, they will explore methods and materials used to support all readers in the essential areas of literacy: oral language, phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students will write lesson plans using evidence-based instructional approaches for whole group and small group teaching in all grades. In their planning, students will consider the strengths and needs of diverse learners, particularly those who may experience reading difficulties. Students will also participate in professional development to shape their instruction.

GSPE 5665 | Language Learning Disabilities | 3 credits | 15 weeks

This course focuses upon the cognitive development associated with language development through multiple stages and across various disabilities and non-disabling conditions. Participants will review current theories on language development and acquisition in children to establish a background in how language and its development are impacted and impact academic and social development. Topics will include processing, storing, and retrieval of symbolic information, and assessment measures for diagnosis and remediation of metalinguistic difficulties across the broadest range of learners, including those with mild, moderate, severe or multiple disabilities.

GEDU 6915 | Analysis of Culturally and Historically Responsive Literature and Media (All Grades) | 3 credits | 15 weeks

In this course, students will explore a wide range of children’s and adolescent literature, including multimodal texts. Students will participate in literature circles, critique and evaluate texts, and learn how to select quality texts for K-12 students, all while considering how to design literacy instruction to be culturally relevant and historically responsive. Students will further this learning by studying concepts like #ownvoices, ableism, and third space, and considering how social constructs, such as race, gender, and disability as central to students’ identities and creating inclusive learning environments, particularly as it relates to text selection and literacy instruction.

GEDU 5901 | Literacy in the Content Areas | 3 credits | 15 weeks

This course presents evidence-based practices that can be applied to reading, writing, listening and speaking across disciplines. Topics will include evaluating a text for complexity, preparing students to read rigorous texts, understanding the role of academic language and supporting vocabulary development, understanding inquiry and project based learning across disciplines and assessing student learning. Students will develop a repertoire of discipline specific, evidence-based teaching practices that support students as they read, write, listen and speak to learn, as well as supporting mastery of Next Generation Learning Standards.

GEDU 5905 | The Literacy Specialist as an Instructional Coach | 3 credits | 15 weeks

This course prepares future literacy specialists to be a literacy leader in their school building. In addition to working with students, literacy specialists are increasingly working as an instructional coach or teacher leader, working with other teachers to improve their practice. In this course, students will learn how to engage in instructional coaching, including working through a coaching cycle with colleagues; modeling evidence-based instructional strategies; engaging in data-driven dialogue to collaboratively analyze student data and create instructional/intervention plans; and planning a variety of professional development opportunities for colleagues.

GEDU 6919 | Research and Theory into Practice | 3 credits | 15 weeks

Students will engage in a supervised practicum where they will teach assessment driven instruction to individual and small groups of students in grades 3-8. As part of this culminating experience, students are expected to synthesize their understanding of research, theory, and practice from across their studies. They will support and monitor students’ strengths and areas of growth through evidence-based intervention and a comprehensive approach to teaching literacy. They will also participate in cyclical collaborative coaching with peers and experienced colleagues.

Related Majors

Adolescence and Special Education, M.Ed. - Prepare for New York State teaching certification and earn a Masters in Adolescence Education, as well as a Masters in Adolescence Special Education (Grades 7-12) in an affordable and flexible dual certification program developed for time constrained adults.
Childhood and Special Education, M.Ed. - Prepare for New York State teaching certification and earn a Masters in Childhood Education, as well as a Masters in Childhood Special Education (Grades 1-6) in an affordable and flexible dual certification program developed for time constrained adults.
School Psychology, M.S. - Our Masters in School Psychology program prepares students to evaluate, diagnose, and treat children and adolescents, in consultation with parents and teachers.
Special Education, M.Ed. - Interested in a Masters in Special Education? Build on your existing certification to become a highly qualified teacher of students with disabilities, with a Special Education M.Ed. from Roberts Wesleyan University.
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