Reading Specialist Course Description
CI 7001: Educational Research for Master’s Students (3 hrs)
Students will explore the full range of educational research in current practice and develop an understanding of the role and limitations of research for informing educational practice. Students will select a topic of interest to them and conduct a literature review of this topic culminating in a final paper that demonstrates their knowledge of the literature, ability to read and synthesize research, and write according to standard protocols.
CI 7002: Curriculum and Instruction: Theories and Trends (3 hrs)
This course is part of the CI master’s core. The course focuses on how curriculum and curricular activities are developed and impacted by legislative, and socio-political forces. The class will investigate the interaction of curriculum implementation and models of instruction in respect to student learning as well as how that curriculum is shaped.
CI 7003: Teaching and Learning in Diverse Classrooms (3 hrs)
This course is a required course for middle childhood and secondary licensure. This course exposes students to the problems, issues, and experiences of students from under-represented groups based on race, ethnicity, language, socio-economic status, and sexual identity. Students will use their experiences in field placements as starting points for reflection.
CI 7004: The Role of Teachers in a Democratic Society (3 hrs)
This class focuses on the historical, political, policy issues that are embedded in the development of classroom teaching and teachers in America. The course explores how teachers recreate social norms or are able to disrupt them leading to change. Participants will be expected to compare and reflect upon their own practices as teachers within our democratic society.
CI 7090: Master’s Project: Curriculum and Instruction (3 hrs)
This course involves writing a proposal and obtaining a master committee’s approval of that project proposal. The course also involves completing research and writing for the final master’s project.
Reading Specialist Curriculum
LSLS 7026: Literacy Learning and Instruction PreK-12 (3 hrs)
This course surveys current literacy curricula, methods, and materials for grades K-12 and is designed to bring teachers and administrators up-to-date in the field of literacy instruction. A major goal of this course is to identify the instructional contexts and practices most likely to support literacy development among all school-age students.
LSLS 7027: Theory to Practice: Models of Literacy (3 hrs)
This course examines the major theories, perspectives, and models of the reading process, and to link this knowledge to instructional practice. Theories, perspectives, and models examined include the following: cognitive processing, transactional, psycholinguistic, sociocognitive, sociocultural, and critical/multiliteracies.
LSLS 7028: Literacy Assessment, Instruction, and Practicum I (3 hrs)
This is the first course that examines a wide range of assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading. This course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results. Tutoring is required.
LSLS 7029: Literacy Assessment, Instruction, Practicum II (3 hrs)
The second of two courses that examine a wide range of assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading. This course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results. The course also incorporate the study of and implementation of a wide range of assessments and builds on and extend the methods to support literacy development. Tutoring is required.
LSLS 7031: Principles of Organizing a Literacy Curriculum (3 hrs)
This course addresses a wide range of issues and approaches related to planning, implementing, and supervising literacy programs in K-12 settings. It is designed to provide students with the knowledge, skills, and resources needed to take a leadership role in designing effective instruction, developing and evaluating curriculum materials, creating a literate environment, and facilitating teacher professional development to meet the literacy needs of students across the grades.
LSLS 7054: Literacy as a Linguistic and Cultural Tool (3 hrs)
This course examines the social, cultural, and community aspects of literacies, the linguistic and cultural aspects of learning English as a additional language, and the ways in which schools might recognize, maintain, develop, and build upon the “ways with words” that contemporary students acquire and learn in out-of-school contexts. The course is based on a sociocultural view of literacy, encompassing multidisciplinary approaches and focuses on key sociocultural arguments, influential studies, and their classroom implications.