Latisha Hayes headshot
LH

Latisha Hayes

Associate Professor
Director
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Bavaro Hall 031
417 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., University of Virginia, 2004
M.Ed., University of Virginia, 1998
B.A., Radford University, 1993
EDIS 3221: Introduction to Reading Foundations
Credits: 3
Provides an introduction to theoretical foundations of how children learn to read and write as well the difficulties some children encounter as they progress in their literacy development. The course addresses basic components of effective literacy programs and instruction (e.g., concepts of print, fluency, phonological awareness, phonics, spelling, writing, comprehension, vocabulary) with attention to needs of diverse learners.
EDIS 3881: Field Experience: Elementary Education
Credits: 1
Field-based practice experiences tutoring children. The Elementary Education section is aligned with specific program/endorsement area, and meets the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
EDIS 4310: Differentiating Reading Instruction
Credits: 3
Teachers consider their vital role in providing appropriate differentiated instruction for all learners, including English Language Learners and struggling readers. Students learn to administer, interpret and use literacy assessments to plan effective and comprehensive reading instruction for whole group, small group, and individuals for multilevel literacy classrooms.
EDIS 5221: Reading Development
Credits: 3
This is the first class in the reading methods sequence for preservice teachers or teachers seeking professional development. This course addresses the theoretical foundations of understanding how children learn to read as well as the problems that some children encounter when learning to read. The course also addresses basic components of effective reading programs and instruction.
EDIS 5310: Differentiating Reading Instruction
Credits: 3
Pre-service teachers consider their vital role in providing appropriate differentiated instruction for all learners, including English Language Learners and struggling readers. Students learn to administer, interpret and use literacy assessments to plan effective and comprehensive reading instruction for whole group, small group, and individuals for multilevel literacy classrooms. Prerequisite: EDIS 5221, Reading Development.
EDIS 5411: Reading Tutoring Practicum
Credits: 3
Designed to provide students the opportunity to (a) develop assessment skills, (b) interpret assessment data to consider instructional goals, and (c) build instructional skills through weekly tutoring sessions. An informal case-based approach is used in this practicum in which students gain hands-on experience in collaborative planning and receive supervisor feedback on implementation.
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 5857: Content Area Seminar - Special Education
Credits: 3
This seminar supports special education teachers enrolled in the state-approved teacher education program. Designed to accompany the special education clinical experience, this seminar provides opportunities for candidates to discuss and reflect on experiences in the clinical placement.
EDIS 5867: Clinical Experience in Special Education
Credits: 1–6
Semester-long intensive clinical experience designed to develop skills in fostering relationships with students, colleagues, and peers; observing and reflecting on teaching and learning; and designing and implementing individual, small group, and whole group instruction. Designed to support special education teachers enrolled in the state-approved teacher education program.
EDIS 5993: Independent Study
Credits: 1–6
Independent Study
EDIS 7720: Word Study: Language, Structures, and Phonics
Credits: 3
Focuses on the theory and research underlying the acquisition of orthographic knowledge. Explores the increasingly inextricable relationship between orthography and phonology, and the language structures inherent in morphological aspects of English spelling. Building on the history of English spelling, the course touches on cross-linguistic issues related to different orthographies
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 8970: Field Study
Credits: 3–6
In this student-driven, field-based course, students perform work at a school, district, or other educational setting to investigate and address a specific question, challenge, need, or interest of the partner organization. Students make informed analyses of the educational issues and present findings.
EDIS 8982: Practicum: Curriculum & Instruction
Credits: 1–12
Practicum: Curriculum & Instruction
EDIS 8984: Practicum: Reading Diagnostic Clinic
Credits: 1–6
Practicum: Reading Diagnostic Clinic
EDIS 9740: Internship in College Teaching or Supervision
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member.
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.