Department of Literacy

108B Recitation Hall
610-436-2877
Sunita Mayor, Chairperson

PROFESSORS: Beeghly, Greenwood

ASSOCIATE PROFESSORS: Caroff, Flanigan, Mayor

ASSISTANT PROFESSORS: Santori, Schugar, Smith

INSTRUCTOR: Gordon

The Department of Literacy offers literacy courses required in the early childhood education, elementary education, secondary education, and special education programs. Students desiring a more thorough background in reading instruction may choose a reading minor. The department also offers courses in college reading and study skills for any University student.

All field placements for courses are arranged in conjunction with the Department of Early and Middle Grades Education and the Department of Special Education. Students are not to solicit placements. While student needs are considered in assigning placements, no particular placement can be guaranteed. West Chester University does not place students at religiously affiliated schools when public school placements are available. Transportation to and from field placements is the responsibility of the individual student.

Minor in Reading (18 semester hours)

Students who wish to minor in reading must have the following: 48 credits earned at WCU with a cumulative GPA of 2.80. Transfer students must have 48 credits including a minimum of 12-18 credits earned at WCU with a cumulative GPA of 2.80. Students who fall below the minimum cumulative GPA required are permitted to retake, in accordance with University policy, course work in the minor that contributed to their fall below the required minimum cumulative GPA. Such students will not be permitted to take additional course work in the minor until they achieve the required minimum cumulative GPA.

1. Required courses (18 semester hours)
EDR 307 or 308, 317 or 318, 321, 420, and 422 or 425

COURSE DESCRIPTIONS

LITERACY

Symbol: EDR

Q20 Intermediate Level Reading (3) This intermediate level workshop will emphasize the development and improvement of college-level reading competencies. The course is designed to help the students improve their reading comprehension as well as effective study techniques and strategies. Additionally, vocabulary development, flexible reading rate, and critical reading will be taught in this course. (Credits earned in Q-level courses do not count toward the 120 hours of credit needed for graduation.)

100 College Reading and Study Skills (3) A course to develop reading and study skills such as comprehension, vocabulary, speed, remembering, concentration, taking notes, mastering a text assignment, and preparing for and taking examinations.

110 Developing Learning Skills (1) A course that reviews and develops specialized learning skills such as concentrating when studying, reading a textbook assignment, taking notes, and preparing for and taking examinations. Students who wish to review their study habits or who have special needs in the area of study skills should enroll in this course.

302 Teaching the Language Arts (3) Study of teaching language skills in the elementary schools: listening, speaking, and writing. PREREQ: EDE 251. Crosslisted as EDE 302.
Crosslisted course. Students completing the EDR course may not take the EDE course for credit.

304 Language Arts in Early Childhood PreK-4 (3) This course examines theories, issues, methods, materials, and assessments for a developmental PK-4 language arts program. Integrating reading, writing, speaking, listening, viewing, and visually representing as tools for communication, discovery, and learning across the curriculum will be emphasized. PREREQ: EGP 210. Open to early grades preparation majors and/or reading minors.

306 Teaching Language Arts 4-8 (3) This course is designed to study current trends for integrating language arts across the curriculum in the middle-grade levels. Emphasis is placed on the connections between listening, speaking, writing, and reading. Instructional strategies that link reading, writing, and language across the curriculum will be explored. Appropriate language arts curriculum, including pedagogy for early adolescents will be addressed. PREREQ: EDP 201. Writing emphasis course

307 Foundations in Reading PreK-4 (3) This course is designed to prepare students for teaching using a balanced approach of various theoretical teaching models based on current research and knowledge. Through readings, lectures, and class activities, students will develop a solid understanding of the reading process and how to construct and manage a classroom environment that promotes optimal literacy learning. PREREQ: EGP 210. Open to early grades preparation majors and/or reading minors.

308 Foundations in Reading 4-8 (3) This course is designed to prepare students for teaching reading in grades 4-8 using a balanced approach of various theoretical teaching models based on current research and knowledge. Through readings, lectures, and class activities, students will develop a solid understanding of the reading process and how to construct and manage a classroom environment that promotes optimal literacy learning. PREREQ: EDP 201. Open to middle grades preparation majors and/ or reading minors.

309 Introduction to Language Arts (3) The areas of listening, speaking, and writing are studied in depth. Knowledge, teaching, and evaluative techniques are addressed. Introduction to the reading process and the relationship of language to reading also will be studied. Crosslisted as ECE 309.
Crosslisted course. Students completing the EDR course may not take the ECE course for credit.

311 Introduction to Reading Instruction (3) An exploratory course investigating the reading process, language and learning theories, and their relation to reading. Historical scope and various programs of reading are studied and evaluated. Crosslisted as EDE 311. PREREQ: EDE 251 or HEA 206.
Open to elementary education and special education majors and/or reading minors.
Crosslisted course. Students completing the EDR course may not take the EDE course for credit.

312 Reading Instruction and Practicum (6) Focus is on mastery of the teaching of developmental reading, early reading, and prereading experiences. Students learn how to plan, teach, and evaluate reading/thinking skills related to the instruction of reading in the elementary classroom. Students work in the public schools with small and large reading groups teaching various aspects of the reading lesson. Students also learn how to evaluate pupil performance and remediate minor reading problems. Crosslisted as EDE 312. PREREQ: EDE 200 and EDR/EDE 311.
Open to early childhood and elementary education majors and/or reading minors.
Crosslisted course. Students completing the EDR course may not take the EDE course for credit. Open to early childhood and elementary education majors or reading minors.

313 Reading Instruction and Practicum in the Secondary Schools (6) Focus is on the mastery of teaching reading in the middle and secondary schools. Students will study the role of the teacher as well as learn how to sequence both developmental and content area readings.

315 Developmental Reading for the Handicapped Child (3) The focus of this course is the study of the reading process and its relation to language development, motivation and methodology for developmental reading skills, reading programs and materials, problems in dealing with handicapped children, and practicum in reading instruction. Special education majors only. Crosslisted as EDE 315.
Crosslisted course. Students completing the EDR course may not take the EDE course for credit.

317 Reading Instruction and Practicum PreK-4 (6) The teaching of reading and its mastery is the focus of this course. Students apply knowledge of theories and practices in supervised field placements in schools with children in grades K-4. Tutoring of individual children and small groups is integrated with planning and evaluation of lessons and activities as well as remediation. PREREQ: EDR 304 and 307; EGP 220. Open to early grades preparation majors and/or reading minors.

318 Reading Instruction and Practicum 4-8 (6) This is a field-based course designed to enable its participants to review, practice, and investigate various approaches to planning, teaching, and evaluating literacy practices within the context of a grade 4-8 school setting. PREREQ: EDR 306 and 308; MGP 220. Open to middle grades preparation majors and/ or reading minors

321 Assessment and Instructional Interventions in Reading and Language Arts (3) This course examines current theories and practices for assessing literacy performance. Students learn to apply knowledge by designing and implementing literacy interventions tailored to specific needs and diverse educational environments. PREREQ: EDR/EDE 311 or permission of instructor.
Open to elementary education and special education majors and/or reading minors.

323 Reading Disabilities: Identification, Assessment, and Intervention (3) This course is designed to help students gain a deeper understanding of specific reading disabilities. The course will focus on types of reading disabilities, methods of assessment, intervention plans, and effective instructional and motivational techniques for students with complex literacy difficulties. Individual and small group instruction as well as classroom accommodations will be addressed.

325 Teaching Reading and Field Experience (Primary Grades) (6) The teaching of reading and its mastery is the focus of this course. Students apply knowledge of theories and practices in supervised field placements in schools with children 5-8 years of age. Tutoring of individual children and small groups is integrated with planning and evaluation of lessons and activities as well as remediation. Crosslisted as ECE 325. PREREQ: EDR/ECE 309.
Open to early childhood and elementary education majors and/or reading minors.
Crosslisted course. Students completing the EDR course may not take the ECE course for credit.Open to early childhood and elementary education majors and/or reading minors.

341 Inclusion and Reading in the Content Area (3) The course is co-taught by special education and literacy faculty. It will help prepare secondary education and special education to teach all students effectively, including those with disabilities, in general-education, content-specific settings. Practical guidelines, content literary strategies, and adaptations will be emphasized to prepare pre-educators to meet the academic, social, and affective needs of all students in the inclusive secondary classroom. Crosslisted as EDA 341. PREREQ: EDF 300 or HON 312 and EDP 250.
Crosslisted course. Students may not take both courses for credit.
Diverse communities course

345 Literacy Development and Students with Disabilities (3) This course is designed to help students understand literacy acquisition and development for students with disabilities as defined by I.D.E.A. The course will focus on the challenges that reading and writing pose for students with disabilities and resulting appropriate assessment and instructional techniques. Content area literacy for students with disabilities will be addressed. PREREQ: EDR 304 and 307 or EDR 306 and 308. Open to early grades and middle grades preparation majors only.

347 Literacy Development and Secondary Students with Disabilities in Inclusive Classrooms (3) This course is designed to help students understand literacy acquisition and development for students with disabilities. The focus is on designing appropriate assessments and instruction. This course will give content area teachers the knowledge and skills needed to support optimal content literacy growth and collaborate with other professionals working with students with disabilities.

420 Content Area Reading (3) This course examines content area literacy as an integrated knowledge base used for learning with text across the curriculum. Strategies and practices, including the use of technology, for enhancing reading and learning in the content areas will be explored. Considerations for environmental, linguistic, cultural, and cognitive diversity will be included. PREREQ: EDR/EDE 311 or EDR/ECE 309, and formal admission to teacher education (for students in teacher education programs).

422 Seminar in Reading (3) Intensive study of some current, major developments in reading related to elementary education. Topics announced in advance. PREREQ: Permission of instructor.
Open to early childhood and elementary education majors and/or reading minors.
This course may be taken again for credit.

423 Seminar in Communications Skills (3) Intensive study of some current, major developments in communications skills (language arts) related to elementary education. Topics announced in advance. Crosslisted as EDE 423. PREREQ: Permission of instructor.
Open to early childhood and elementary education majors and/or reading minors.
Crosslisted course. Students completing the EDR course may not take the EDE course for credit.
This course may be taken again for credit.

425 Teaching Multimodal Literacies (3) Participants will learn about expanding forms of print and electronic literacy that encompass three categories of “new literacies,” specifically, information literacy, critical literacy, and literacy as global and social practice. They will explore theories, research, and methodologies associated with these literacies and develop curricula that incorporate them. PREREQ: EDR 306, 308, 318, and 420.

458 Language Arts/Reading for the Unique Child (3) An open-ended course to help students understand and plan instructional programs for the linguistically different, the gifted, and those with special needs. The students will examine various strategies, techniques, management, and viable programs for teaching these children language arts and reading. Crosslisted as EDE 458.
Open to early childhood and elementary education majors and/or reading minors.
Crosslisted course. Students completing the EDR course may not take the EDE course for credit.