EDRD - Reading

Provides an understanding of processes, principles and practices of literacy development. Study of the major approaches to literacy instruction including development of balanced literacy curriculum. This course is non-repeatable for credit.

Provides an understanding of processes, principles and practices of literacy development with application to P-12. Study of the major components of literacy instruction for special education students with modifications and adaptations to achieve a balanced literacy curriculum. Open only to students enrolled in the M.Ed. Special Education Cohort.

Foundations of literacy instruction in grades K-12. Topics include reading theory, reading process, language development and pedagogy and a comparison of current trends and approaches in reading instruction.

Prerequisite: EDRD 6000, or permission of instructor. Alignment of state and local goals with assessment strategies. Classroom focused approaches to reading diagnosis and assessment. Includes study of informal and formal measures, K-12.

Prerequisite: EDRD 6000, or permission of instructor. Study of literacy development as active process addressing oral language, and emerging reading and writing in total school curriculum. Topics include print processing, metacognitive strategies, vocabulary development, assessment and overview of literacy strategies K-12

Prerequisite: EDRD 6000, or permission of instructor. Focuses on both narrative and expository literacy development in content areas and strategic framework for increasing comprehension. Topics include comprehension, metacognitive strategies, vocabulary, study skills, and overview of emergent literacy learning.

A study of reading and reading instruction which includes principles, approaches, and materials and focuses on the analysis of current research.

The nature, function and use of language and literacy in the development of young children. Focuses on pre-literacy, emerging and early literacy characteristics. Includes influence of families and communities in developing language and literacy learning.

A study of the reading and writing processes as they are related to instruction in the content fields. An analysis of current research will be related to strategies for integrating reading in the content areas.

Study of the common genre in school literature program. Focus on structure of genre in relation to comprehension and response. Study of culture and ethnicity in children’s and young adult literature, evaluation of non-print materials in use in public schools and application of literary response. (Designed to broaden an understanding of the various genre of literature for students with emphasis on the use of literature and non-print materials as an integral part of the total curriculum.)

Evaluating and incorporating multi cultural literature into the curriculum and the effect on students' literacy learning and cultural awareness.

Prerequisite: EDRD 6000. This course is a core requirement of the M.Ed. in Reading, Literacy, & Language. It covers language acquisition and learning, language and literacy development, and developmental expectations for literacy learners across content areas and grade levels. It will also provide considerations for grouping, interventions, and differentiated instruction.

Prerequisite: EDRD 5210, 6000, or 6110. Study and presentation of significant research studies in literacy development and related fields. Provides direction for a project suitable for EDRD 6217 with emphasis on designing and implementing action research in literacy development in classrooms. Provides overview of contributions of key literacy leaders to literacy knowledge base.

Designed to provide in-service teachers with opportunities to broaden knowledge and understanding of approaches to reading assessment and evaluation. Focuses on multiple approaches to reading assessment including norm referenced and standardized reading instruments, portfolios and performance assessment.

Compares current commercial materials available for literacy development and assists teachers in designing a variety of materials for maximizing literacy learning at all levels of instruction.

Designed to provide opportunities for understanding problems and possible solutions associated with adult and adolescent literacy. Focuses on adult and adolescent learning theories while emphasizing methods and materials appropriate for these populations.

Prerequisite: EDRD 5210, EDRD 6110, or teaching experience. Understanding the role of the arts in literacy development. Emphasizes the development of literacy learning activities related to the creative arts conducive for enhancing literacy learning.

Designed to provide teachers and curriculum supervisors knowledge and understanding of strategies for organizing literacy instruction in the classroom, school and/or district to improve reading achievement. Provides supervision and monitoring strategies. Practicum experience included.

Prerequisite: EDRD 6002 or 6003, or 6211 or 6216 or Permission of Advisor. This course provides part of the required clinical experience for candidates seeking Reading Specialist certification through the Georgia Professional Standards commission. An individually designed and planned learning experience involving field experience, students will engage in clinical experiences designed to apply theory from their literacy coursework within classroom contexts in order to support K-12 student learning. a course fee is required for this practicum. The monies are used to provide a stipend for clinical supervision. This course is non-repeatable.

Prerequisite: EDRD 6000, EDRD 6001, EDRD 6200. This course examines the range of roles of the reading professional in school language and literacy leadership, such as leading and mentoring teachers in effective literacy practices, designing effective school-wide professional development, advocating for literacy both in school and community settings, and participating in professional literacy organizations, conferences, and workshops.

Prerequisites: Acceptance into the CGWP invitational summer institute, acceptance into graduate study at GCSU. Taught in conjunction with and as a co-requisite to EDRD 6301, this course enhances teaching performance through in-depth teaching demonstrations and critiques centered on using a writing-to-learn paradigm applicable to all disciplines and all subject areas. Learning in this course depends substantially upon peer interaction for the teaching demonstrations. An assumption that the best writing teachers must themselves model good writing informs this course; as a result, participants work collaboratively and collectively to respond to and to encourage helpful revision of written works composed by each class participant—with subjects chosen by each individual writer and enhanced by research on topics ranging from participants' professions, to their lives, their students, and/or other aspects of their worlds.

Prerequisites: Acceptance into the CGWP invitational summer institute, acceptance into graduate study at GCSU. Taught in conjunction with and as a co-requisite to EDRD 6300, this course presents a wide range of research in composition pedagogy that has emerged since the paradigm shift caused by the "Why Johnny Can't Write" article in Newsweek in 1975. In his landmark book, The Making of Knowledge in Composition, Stephen North shows that in the thirty-two years since that article appeared, the field of composition has become the discipline of Composition, and an emphasis on research and theory has driven that transformation. Indeed, the National Writing Project, born at the University of California at Berkeley in the summer of 1974, has been a crucial part of the move to assert writing as foundational to all learning. Through exploration of a wide range of theory aimed at improving writing pedagogy, this course presents the corroboration of that claim.

Prerequisite: EDFS 6225. This course surveys the methods most widely used in literacy and language research with an emphasis on classroom applications. Students will design and prepare a research project for implementation with the final research project to comprise a portion of the capstone presentation.

Prerequisites: EDRD 6110 or permission of instructor. Focused on increasing diagnostic and remediation skills in administering and interpreting multiple assessment/evaluation instruments and apply results to develop programs for students with severe reading handicaps to improve reading achievement.

Prerequisites: EDRD 6251 and EDRD 6500. This capstone course will serve as a culmination of coursework in the candidate's major program of study in the M.Ed. in Literacy and Language. Candidates will implement and present a research/inquiry project (proposed in EDRD 6500) as one component of a portfolio that demonstrates evidence of the candidate's ability to satisfy IRA/NCATE Standards for Reading Specialists/Literacy Coaches, and the Georgia Professional Standards for Reading Specialist.

Study of topics in which courses are not offered otherwise, but for which there is current need. Subject matter varies. Open to graduate students only. This course is repeatable for credit.