Courses for M.S.Ed. Reading & Literacy Education

The faculty of the School of Education take pride in the curriculum they teach. Whether just beginning in the field of education as an undergraduate student or pursuing a graduate or doctoral degree, the coursework will prepare students to confidently and effectively make a difference in classrooms, school districts, and communities.

Course NumberCourse TitleCredits
GRLA 520

Introduction to Literacy Theories

This course will serve as an introduction to the theories and models of the reading process. Students will critically examine the theories and models to identify their strengths and weakness, as well as their lasting effect on reading instruction. Students will use their knowledge to develop effective literacy instruction.

3
GRLA 522

Advanced Children's Literature and Multimodal Text

The purpose of this graduate course is to develop competencies about the role of literature in literacy development and on methods that support children and youth as they learn to read using literature as a medium of instruction and interpretation. Students will learn how digital and print children's and young adult literature can enrich, extend, and enliven the teaching and learning process in schools and communities. Students will read and explore various genres and forms of literature, including picture books, chapter books, graphic novels, nonfiction, and traditional literature. Each class will include literature discussions, lecture, and reflective participation. While reading a diverse array of contemporary and classic children's literature, students will learn about visual literacy, authors and illustrators, creating a literature-rich environment, strategies for evaluating books, and using books to engage and motivate all learners.

3
GRLA 523

Diversity and Equity in Literacy

The purpose of this graduate course is to develop competencies for critically examining and understanding equity and diversity in literacy research, policy, and practice. Course objectives include gaining a deeper understanding of self and others as cultural beings with belief systems, biases, and privileges; demonstrating knowledge of research, relevant theories, concepts, and pedagogies; demonstrating and providing opportunities for understanding all forms of diversity as central to students’ identities; creating classrooms and schools that are inclusive and affirming; and advocating for equity at school, district, and community levels.

3
GRLA 525

Theories, Models, and Instruction of Writing

This course will serve as an introduction to the theories and models of writing. Students will critically examine the theories and models to identify their strengths and weakness as well as their lasting effect on writing instruction. This course also provides essential background knowledge in writing development and how these elements translate into effective writing instruction for students from diverse populations.

3
GRLA 526

Literacy Development and Instruction

This course provides essential background knowledge in language & literacy development and evidence-based components of reading (e.g., concepts of print, phonological awareness, phonics, word recognition, fluency, vocabulary, and comprehension). During this course, students will have opportunities to examine a variety of issues related to teaching literacy to children as well as developmentally appropriate instruction for the evidenced-based components of literacy.

3
GRLA 529

Disciplinary Literacy

The purpose of this course is for students to learn to create effective integrated literacy experiences for all secondary students in every discipline. An important focus of the class is the development of discipline specific and academic language. Special emphasis will be placed upon the Common Core State Standards and their role in disciplinary literacy in every subject area. Consideration of student strengths and areas of need is essential in reading, writing, and language instruction in the disciplines. Therefore, this course will focus on engagement, assessment, and instruction of diverse learners. This course is also designed to reflect your own literacy practices through outside readings, online learning, class activities, and discussions.

3
GRLA 550

Reading Practicum and Seminar

This course provides an opportunity for an authentic, twenty-hour school-based practicum experience. Students work with school-based personnel who will provide ongoing feedback during their practicum. Supervisors will have an understanding of literacy processes, have literacy content knowledge, understand literacy assessment with evidence-based instructional strategies, and, preferably, have experience as reading/literacy specialists. Students will also receive feedback and guidance from a university-based instructor throughout the practicum experience.

3
GRLA 620

Literacy Assessment and Intervention

The focus of this course is on learning: (1) how to collect assessment data regarding a child’s literacy development, and (2) how the components of literacy can be assessed (3) how to interpret those assessments and use them to identify instructional needs, and (4) instructional strategies to remediate students’ learning needs in the following critical areas of literacy development: motivation and interest; automatic word recognition; and language comprehension, strategic knowledge, and writing.

3
GRLA 628

Reading Tutorial in the Reading and Language Arts

The purpose of this course is for students to assess, analyze data, and design an intervention for a child (6-16) who has reading difficulties. The student will tutor the child under the supervision of the class professor and/or the certified reading specialist. The course allows students to use instructional techniques learned in previous courses.

3
GRLA 630

Seminar in Reading and Language Arts

The purpose of this course is to introduce students to literacy research. Students will learn how to analyze literacy research as well as design research they can apply to their own classrooms. This course will serve as a capstone to the M.S.Ed. degree in Reading and Literacy Education.

3
GRLA 632

Leadership Roles in Literacy

This course identifies and defines the following roles and responsibilities that certified reading specialists and other school personnel assume in the areas of literacy development: instructional leadership; professional development; coaching; program design and assessment; curriculum development; and, community partnerships. Students will examine and investigate strategies that promote most effective practices in the above areas with activities based on literacy research, practical applications, and real-world scenario evaluations.

3
GRLA 633

Advanced Reading Clinic Experience

The purpose of this course is to extend students' clinic experience to a year-long learning experience. An extended experience in the clinic allows students to engage with a child who struggles with reading in a long-term environment in which the student learns the nuances of working with children with a reading disability. Additionally, the extended time in the clinic provides the students an opportunity to assume a literacy leadership role working with parents, peers, and volunteers.

3