Ottilie Austin headshot

Ottilie Austin

Associate Professor
Unit: School of Education and Human Development
Department: School of Education and Human Development
Office location and address
Ruffner Hall 164
405 Emmet St S
Charlottesville, Virginia 22903
Ed.D., University of Virginia, 2000
M.Ed., University of Virginia, 1987
B.A., Dowling College, 1986
CU-Central Virginia Writing Project
Source: National Writing Project
May 01, 2014 – August 31, 2016
EDIS 5235: Dyslexia and the Classroom
Credits: 1
This one-hour course will acquaint classroom teachers with the concept of dyslexia--what it is, how to identify, and how to teach children who find learning to read difficult.
EDIS 5435: Writing Across the Curriculum
Credits: 3
Designed to be a collaborative effort to explore writing as a process to discover how writing across the curriculum can enhance each discipline within our schools. Writing to learn using quick write strategies, learning logs, as well as, using technology will be considered. Focuses on ways to design and implement writing strategies across the curriculum within the framework of a writing workshop.
EDIS 5730: Diagnosis and Remediation I: Grades PreK-2
Credits: 3
This course is an introduction to both formative and diagnostic literacy assessments used in the preschool through primary grades (emergent and beginning stage readers). Clinical and classroom diagnostic methods along with related instructional implications are explored.
EDIS 5740: Diagnosis and Remediation II: Grades 3-12
Credits: 3
This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments are practicum based. Students learn how to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement. Pre-requisite: EDIS 5730
EDIS 7710: Reading in the Content Areas
Credits: 3
Familiarizes teachers with literacy instruction linked to content subjects, with an emphasis on how teachers in the upper elem., middle, & secondary grades can facilitate comprehension of nonfiction sources. Topics include practical assessments, evidence-based instruction in technical vocabulary & comprehension, affective and multicultural issues, writing in content areas, & technology.
EDIS 7720: Understanding the Code: Phonics, Phonological Awareness, Orthography
Credits: 3
Understanding the Code provides students with a deep understanding of the code and why building this knowledge across a child's reading development is crucial. Students will learn how phoneme awareness and phonics lead to automatic word recognition, why we spell the way we do, and how the meaning layer of language supports decoding, spelling, and vocabulary.
EDIS 7730: Practicum in Reading Diagnosis
Credits: 3
Introduction to basic and advanced testing procedures used to diagnose reading difficulties of elementary and secondary students and adults. Examines clinical and classroom diagnostic methods, explores theoretical foundations for these practices, and discusses practical applications to the classroom. Corequisite: EDIS 7740.
EDIS 7740: Practicum in Remedial Reading
Credits: 3
Acquaints students with a variety of techniques to support and instruct remedial readers. These techniques address reading, writing, comprehension, and word study across the developmental stages. As a practicum, this class entails teaching either in the McGuffey Reading Clinic under close supervision. Emphasizes appropriate and practical techniques that will meet the needs of specific individuals with specific reading problems. Corequisite: EDIS 7730
EDIS 7751: Literacy Leadership and Coaching
Credits: 3
Literacy Leadership and Coaching is the capstone course for the Reading Masters program. The course has two primary goals: 1) Examine the leadership role of the literacy specialist/coach and 2) Learn how to evaluate the reading program (school level/district level) and implement change. Both of these goals will be met by examining central issues related to literacy instruction, assessment, and leadership.
EDIS 7993: Independent Study
Credits: 1–6
Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education.
EDIS 9991: Ed.D. Research
Credits: 1–12
Ed.D. Research conducted under the guidance of dissertation/capstone committee. 12 hours required for graduation. Permission of Instructor required.
EDIS 9993: Independent Study
Credits: 1–6
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
EDIS 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.