EDR 505 Orthographic Knowledge, Language and Literacy Development  (3)
» The purpose of this course is to acquaint students with the development of orthographic knowledge from its earliest awareness to its full fruition and its relation to language and literacy acquisition and its instruction. Assessment strategies along each stage of its development will be explored as well as concomitant pedagogy. Attention will be paid to the causes of difficulties in acquiring orthographic knowledge and to appropriate instruction.

No prerequisites required.

EDR 507 Comprehension and Vocabulary: Development and Instruction (3)

» The purpose of this course is to introduce students to the theoretical bases of comprehension and meaning vocabulary development. Best practices in teaching, supporting, and assessing comprehension and vocabulary development will be an integral part of the course.

No prerequisites required.

EDR 509 Writing Development and Instruction (3)

» This course is concerned with strategies for teaching the language arts. Methods, materials, and resources for organizing creative programs in school settings.

No prerequisites required.

EDR 512 Literacy Practicum and Seminar I (3)

» This is a laboratory course in assessment and instruction of the young reader/writer. Major attention is given to understanding a child’s language and literacy development, planning and carrying out appropriate instruction for that child. Students will use a variety of formal and informal assessments to design an individual instructional program. An additional hour of tutoring per week beyond normal classroom time is required.
Prerequisites: EDR 505, 507, 509

EDR 514 Reading in the Content Areas (3)

» This course is concerned with specialized reading skills, reading problems, teaching techniques, and reading activities in content subjects at the elementary and secondary level.
Prerequisites: EDR 505, 507, 509

EDR 515 Teaching Reading with Children's and Adolescents' Literature (3)

» This course is based on the philosophy that literature should be an integral element of reading programs. The emphasis is on fostering wide reading and response to literature in K-12 reading programs. Students will learn instructional strategies and develop materials and a selected bibliography.
Prerequisites: EDR 505, 507, 509

EDR 516 Problems in Literacy Development (3)

» The purpose of this course is to acquaint the student with the theoretical bases and the nature of differences in literacy development. Students will investigate how literacy differences are influenced by social, emotional, psychological, physical, and educational factors. Best practices in teaching, supporting, and assessing students with literacy differences will be an integral part of the course. Additional tutoring beyond the normal classroom time is required. Each graduate student is responsible for identifying the child he/she will be tutoring.
Prerequisites: EDR 505, 507, 509, 512, 514, 515

EDR 519 Issues of Diversity in Teaching Reading (3)

» This course is concerned with historical, cultural, and educational contexts of literacy, language, and learning as they relate to reading instruction.
Prerequisites: EDR 505, 507, 509, 512, 514, 515

EDR 532 Literacy Practicum and Seminar II (3)

» This is a laboratory course in assessment and instruction of independent readers/writers. Using formal and informal measures, students will complete a case study of an independent reader/writer, analyze strengths and areas of need, and design an individualized plan for literacy growth. Using this plan, students will tutor children and will evaluate the results.
Prerequisites: EDR 505, 507, 509, 512, 514, 515, 516, 519

EDR 541 Organization and Supervision of Reading Programs: K-12 (3)

» This course is concerned with the development, organization, and supervision of literacy programs K-12. Emphasis is on the use of the total school community in meeting individual needs.
Prerequisites: EDR 505, 507, 509, 512, 514, 515, 516, 519

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Professional Education Courses

• If Pennsylvania Department of Education prerequisites have not been met, the Department of Literacy will designate which Professional Education course (s) will have to be completed.

• Master's degree students must complete two of the following courses (6 credits).

     (Designated courses are included in the 6 credit requirement.)

• Non degree students who have met all Pennsylvania Department of Education prerequisites do not have to complete any professional education courses.

EDA 511 Inclusion and Collaboration (3)

» Prepares teachers for cultural changes evident in American public schools with respect to inclusion and the education of students with disabilities.

EDA 541 Foundations of Special Education (3)

» The study of children whose intellectual, physical, social, and/or emotional characteristics are significantly different from those of children whose needs are met through regular educational routes.

EDE 551 Child and Adolescent Behavior I (3)
» Social, intellectual, emotional, physical, and moral aspects of child and adolescent behavior. Emphasis on personal development of the teacher as a prerequisite to understanding children in the elementary school.

» Historical, descriptive, and experimental methods of research. Methods for locating, evaluating, interpreting, and reporting research data. Each student prepares a research prospectus.

EDF 510 Educational Foundations (3)

» History of education, integrated with educational philosophy and thought; the long evolution of education theory and issues.

EDF 589 Sociological Foundations of Education (3 credits)
» Study of the sociocultural influences on the structure of American educational institutions.

EDP 550 Advanced Educational Psychology (3)
» Processes by which skills, understanding, concepts, and ideals are acquired; teaching practices in relation to basic research concerning learning; similarities and differences in theories of learning.

EDP 569 Adolescent Development and Learning (3)
» Mental, physical, emotional, and social development and behavior of the adolescent with emphasis on various types of learning. Case studies are used.

EDT 500 Integrating Educational Technologies for Effective Instruction (3)
» This course covers the breadth of the conceptual foundation needed to integrate technology into teaching. In this survey course, the focus is on learning a process for determining which electronic tools and which methods of implementing them are appropriate for classroom situations.

LAN/ENG 586  Teaching English Language Learners (3)  

» A study of issues and the application of techniques, strategies, & materials for meeting the needs of English Language Learners (ELLs) in inclusive classrooms. Emphases include: sociocultural issues in educational contexts, TESOL through the content areas, linguistics, second language acquisition, the integration and applications of the PA English Language Proficiency Standards PK-12 (ELPS), and current trends in second language teaching, learning and assessment.  Includes a field component.  

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