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Course Descriptions
(All courses are 3 credits unless otherwise indicated.)

GED 3101 Cognition and Instruction
Study of cognitive processes of perception, attention, memory, metacognition, and motivation in general education students and in students with mild disabilities. Application of cognitive principles to the acquisition of beginning reading skills, reading comprehension, studying, content area studies, and problem solving, Current research related to cognitive processes and implications for instruction.

GED 3102 Research Methods in Literacy/Education
This course is designed to prepare teachers for their role as educated consumers of research and as researchers. Study of historical, descriptive, and experimental research methodology related to literacy education. Single subject research designs and qualitative research methods frequently used in literacy will also be studied. Recent research contributions to educational practice will be discussed. Additionally, the course will present a framework for analyzing, evaluating, and critiquing research

GED 3301 Language Development: Foundation for Literacy
This course focuses on the development of language as the foundation for literacy and the implications for creating a comprehensive, balanced literacy program in early childhood and childhood. Topics include psycho- and sociolinguistic theories of reading acquisition; stages of reading, writing, and oral language development; emergent literacy; sight-word acquisition; phonemic awareness and phonics instruction; creating a literate environment for learning; and sociocultural influences on language, learning, and literacy.

GED 3302 Literacy Strategies: Early Childhood and Childhood
This course focuses on research-based strategies for teaching reading comprehension at the early childhood and childhood levels. Focus is on development of comprehension skills and strategies needed to be a successful reader, including problem-solving strategies. Emphasis is on teaching self-monitoring techniques that promote independent reading for meaning at high standards.

GED 3303 Diversity Themes in Children’s Literature
Course participants will explore literature for children to discover how diversity related themes are treated and to learn how to integrate these literary resources into the curriculum. Themes include culture and ethnicity, discrimination, racism and bias, ethnocentrism, ethnorelativism, multicultural perspective, and cultural competence. In combination, the literature and the themes provide an opportunity for teachers and students to understand how these themes are prevalent in the contexts of schools and the larger society.

GED 3304 Teaching of Writing: Early Childhood and Childhood
Understanding of writing as a developmental process in early childhood and childhood, and an emphasis on the steps of the writing process. Writing as thinking. Strategies for teaching English writing conventions, including word usage, sentence structure, grammar, and spelling. Reading/writing connections Using authors as mentors. Evaluating, and self-evaluating writing. This course will be taught as a writing workshop where students will keep a writer’s notebook and write for publication while making connections to the teaching of writing.

GED 3322 Reading and Writing in Content Areas: Early Childhood/Childhood
This course focuses on the skills and strategies needed to read and write non-fiction and informational text at the early childhood and childhood levels. Topics include understanding non-fiction text structure and organization, vocabulary development, comprehension strategies, using reference sources, primary and secondary research skills, inquiry-based learning, document-based reading, genre and author studies, reading/writing connections, and technology as a tool for learning and presenting.

GED 3325 Assessing and Evaluating Literacy: Early Childhood/Childhood
Examination of the multiple purposes and processes of assessment and evaluation in literacy instruction. Understanding principles of assessment, purposes and procedures. Determining appropriate uses of formal and informal assessment procedures. Identifying individual literacy strengths and weaknesses. Planning, implementing, and interpreting multiple assessment processes, including observation, surveys, running records, rubrics, portfolios, performances, reading conferences. Bias-free assessments. Supervised case-study is required.

GED 3326 Diagnosing and Teaching Students with Literacy Difficulties: Early Childhood and Childhood
This course will focus on knowledge and skills needed to diagnose and instruct students with reading and writing difficulties at the early childhood and childhood levels. Focus will be on understanding nature and multiple causes of reading and writing difficulties, including current research on dyslexia; authentic diagnostic methods; creating an individual reading intervention plan; implementing research-based best practices to connect struggling readers and writers with literacy. Supervised case-study is required. Prerequisite: GED 3325 

GED 3601 Expanding Literacy: Language Development in Adolescence
This course will focus on the language and literacy development of adolescents as they refine and deepen their knowledge, understanding, and experiences with reading, writing, listening, speaking, viewing, and representing. Emphasis will be on linguistic, cognitive, and sociocultural dimensions of literacy as they relate to constructing knowledge, creating a literate environment, expanding word knowledge, and developing a balanced literacy program for middle and high school students.

GED 3602 Literacy Strategies: Grades 5-12
This course examines research-based practices for teaching reading and writing strategies at the adolescent level. Focus is on development of skills and strategies needed for high level comprehension. Emphasis is on strategies that promote ownership and self-regulated reading and writing, development of critical thinking skills, reading/writing connections, and integration of curriculum.

GED 3603 Diversity Themes in Adolescent Literature
Course participants will explore literature for young adults to discover how diversity related themes are treated and to learn ways to integrate these themes into the curriculum. Themes include culture and ethnicity, discrimination, racism and bias, ethnocentrism, ethnorelativism, multicultural perspective, and cultural competence. In combination, the literature and the themes provide an opportunity for teachers and students to understand how these themes are prevalent in the contexts of school and the larger society.

GED 3604 Teaching of Writing: Grades 5-12
Understanding of writing at middle childhood and adolescence, and an emphasis on application of the writing process. Writing as thinking. Focus on expanding writing in multiple genres. Strategies for expanding understanding of English writing conventions, including word usage, sentence structure, grammar, and spelling. Reading/writing connections: Studying literary types. Evaluating, and self-evaluating writing. This course will be taught as a writing workshop where students will keep a writer’s notebook and write for publication while making connections to the teaching of writing.

GED 3622 Reading and Writing in the Content Areas: Grades 5-12
This course focuses on the skills and strategies needed to read and write non-fiction and informational text at the middle childhood and adolescent levels. Topics include understanding text structures and organization; vocabulary development; non-fiction comprehension strategies; research skills, including technology; reading original documents; inquiry-based learning and integrative units.

GED 3625 Assessing and Evaluating Literacy: Grades 5-12
Examination of the multiple purposes and processes of assessment and evaluation in literacy instruction. Understanding principles for assessment, purposes and procedures. Determining appropriate uses of formal and informal assessment procedures. Identifying individual literacy strengths and weaknesses. Planning, implementing, and interpreting multiple assessment processes, including observation, surveys, running records, rubrics, portfolios, performances, reading conferences. Bias-free assessments. Supervised case-study is required.

GED 3626 Diagnosing and Teaching Students with Literacy Difficulties: Grades 5-12
This course focuses on the knowledge and skills needed to diagnose and instruct students in middle childhood and adolescence who are experiencing reading and writing difficulties. Focus will be on understanding nature and multiple causes of reading and writing difficulties, including current research on dyslexia; diagnostic methods; building motivation to read; matching students with texts; research-based intervention strategies; instructional adaptations; creating an individual reading intervention plan. Supervised case-study is required. Prerequisite: GED 3625.

GED 6201 Research Seminar: Current Issues in Literacy
This capstone course synthesizes knowledge, skills, and dispositions developed from core and literacy specialization courses through the completion of an in-depth action-research project designed to replicate and/or extend a published study dealing with a current issue in literacy. Weekly discussions will focus on current issues in teaching literacy.
Prerequisites: all 3000 level coursework, approval of Director of Graduate Education.

GED 6202 Literacy Practicum: Early Childhood and Childhood
Supervised experience assessing literacy needs and designing, implementing, and evaluating an effective program of literacy instruction for students at the early childhood and childhood levels who are experiencing reading and writing difficulties. Candidates will authentically assess students, plan a comprehensive intervention program based on researched best practices, implement the program under the supervision of a full-time faculty member with a terminal degree in literacy, report progress to parents and involve them in the literacy development of their child, and participate in a professional seminar to examine critical issues. Minimum of 50 hours of college-supervised experience is required. Prerequisites: all 3000 level coursework, approval of Director of Graduate Education.

GED 6203 Literacy Practicum: Grades 5-12
Supervised experience assessing literacy needs of adolescents, grades 5-12, and designing, implementing, and evaluating an effective program of literacy instruction at the middle childhood and adolescent levels who are experiencing reading and writing difficulties. Candidates will authentically assess students, plan a comprehensive intervention program based on researched best practices, implement the program under the supervision of a full-time faculty member with a terminal degree in literacy, report progress to parents and involve them in the literacy development of their child, and participate in a professional seminar to examine critical issues. Minimum of 50 hours of college-supervised experience. Prerequisites: all 3000 level coursework, approval of Director of Graduate Education.

GED 6204 Organizing and Supervising the Literacy Program
In this capstone course, candidates will focus on the role of the literacy specialist as a school leader and staff developer. Emphasis will be on developing knowledge, understanding, and performance skill to organize and supervise effective school wide literacy programs, including evaluation of programs based on International Reading Association Standards for Exemplary Reading Programs; developing literacy curriculum; planning and implementing professional development; supervising paraprofessionals; and developing school/home/community relations. Prerequisites: all 3000 level coursework, approval of Director of Graduate Education.

GED 7100 Comprehensive Assessment (0 credit)
A summative portfolio evaluation through which degree candidates demonstrate mastery of the outcomes of the degree program. Prerequisites: All required courses; approval of faculty advisor.