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.

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.

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.

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.

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.

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.

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.

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

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.

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.

Independent Study

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

In this course, students will explore an assessment cycle consistent with current evidence-based practice of data-based decision making, including a cycle of screening, monitoring progress, administering targeted diagnostic assessments, and measuring progress with outcome measures. This work will be grounded within a multi-tiered systems of support framework.

In this course, students will provide reading instruction for children with demonstrated reading difficulties. Students will engage in Structured Literacy intervention including data-based decision making & goal-setting, explicit, systematic instruction, and cumulative practice. The main goal of the course is to apply evidence-based practice highlighted throughout the Reading MEd program in a practicum including targeted instructional coaching.

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.

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.

Practicum: Curriculum & Instruction

Practicum: Reading Diagnostic Clinic

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.

Ed.D. Research conducted under the guidance of dissertation/capstone committee. 12 hours required for graduation. Permission of Instructor required.

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.