Literacy Education - Courses

Term I

EDUC 5900 | Nature and Acquisition of Literacy | 3 credits

This course presents an overview of the major language and literacy acquisition theories through an introduction to the theorists who have shaped current literacy instruction.  Topics will include oral language development, the definition of reading, the reading process, changing perspectives on literacy, legislation regarding literacy, and the investigation of different reading programs.  Additionally, there will be a focus on turning theory into practice and examining the implementation of the theories in the reading classroom. Students will be expected to read the original works of important literacy authorities and to investigate the research related to reading.

EDUC 5902 | Assessing Literacy | 3 credits

This course investigates the tools available to assess a student’s reading and writing development.  It will look at the New York State Common Core Language Arts Standards and help students to choose or develop assessments that match the standards.  Topics will include observation as an assessment tool, running records, reading and writing continuums, analysis of written work, assessment of spelling, phonics, and phonemic awareness.  Students will be expected to prepare case studies and report their findings. 

EDUC 6900| Teaching Writing | 3 credits

This course provides opportunities for students to inquire and experience the process of writing and the teaching of writing across the disciplines.  A guiding principle of this course is teachers who are writers have the confidence and understanding to be better teachers of writing and, therefore, to coach teachers of writing.  Students will be expected to participate in writing workshops to discuss and discover their own writing process.  Students will also examine current research and theory on the teaching of writing to inform instructional decisions.  Students will participate in a 25-hour practicum working with children in a workshop setting in grades 2-12 to help foster the confidence and skills to become better writers.

Term II

EDUC 5903 | Assessment-driven Literacy Instruction | 3 credits

This course will build on students’ knowledge of assessment and develop their ability to provide assessment driven literacy instruction suitable for struggling readers and/or writers in grades K-12.  It will focus on research-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’ reading levels, 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 26 hours of their literacy practicum requirements. (pre-req. EDUC 5902)

EDUC 6914 | Literacy Theory and Childhood and Adolescence | 3 credits

This course is designed to increase students’ understanding of the theories of literacy, as well as the application of theory into practice. The focus will be on the examination of literacy in terms of concepts, methods, and materials used to support readers, birth through grade 12.  Course topics will include phonemic awareness, phonics, vocabulary, fluency, and an emphasis will be placed on comprehension.  It will include a review of various instructional approaches such as reading aloud, shared reading, guided reading, and close reading.  Students will continue to explore how to meet individual students’ needs and differentiate small and whole group instruction.  Students will develop a repertoire of strategies used to support literacy development birth-12. (pre-requisite: EDUC  5900 and EDUC 5902)

SPED 5665 | Language Learning Disabilities | 3 credits

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.

Term III

EDUC 6915 | Literature Media and Childhood and Adolescence | 3 credits

In this course students will explore a wide range of children’s books and young adult novels as well as multimodal texts.  Students will critique texts, evaluate nonfiction texts, participate in book clubs, and selecting texts for and with K-12 students.  Students will make connections to in-and-out of school literacy practices, and they will draw on theories from a sociocultural lens including critical literacies and new literacies.  Students will be expected to read widely and examine reading materials for elementary and secondary students.

EDUC 5905 | The Literacy Specialist as an Instructional Coach | 3 credits

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 research-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.

EDUC 5901 | Literacy in the Content Areas | 3 credits

This course presents skills and strategies that can be applied to reading, writing, listening and speaking across disciplines in grades K-12.  Topics will include evaluating a text for complexity, preparing students to read rigorous texts, understanding and the importance of academic language and supporting vocabulary development, creating strategic and purposeful lessons through modeling and thinking aloud, the implementation of inquiry and project based learning in across disciplines and assessing student learning.  Students will develop a repertoire of discipline specific teaching strategies that support students as they read to learn, as well as supporting mastery of Common Core State Standards.

EDUC 6919 | Research and Theory into Practice | 3 credits

As a culminating experience for the Master of Education in Literacy Program, students will engage in a 42-hour supervised practicum as a literacy specialist. The practicum is embedded in a course that requires students to apply their understanding of current research.  Graduate students will teach small groups of students in grades 1-6 for two weeks and students in grades 5-9 for an additional two weeks. They will maintain field logs, design lessons or intervention plans, and reflect on their practicum experience in formal written responses.

585.594.6600 or AGE-Admissions@roberts.edu