READING/LANGUAGE ARTS COURSE DESCRIPTIONS

RDG 530 FOUNDATIONS OF LITERACY. This course provides historical and philosophical perspectives in literacy instruction. The results of research in such areas as emergent literacy, cueing systems and comprehension, reading interests, current literacy methodologies, and diversity of learners in schools are examined for application in classroom practice.

RDG 532 PRACTICUM IN LITERACY ASSESSMENT AND INSTRUCTIONAL STRATEGIES I. This course provides an opportunity for an in-depth study of current approaches to assessment as a foundation for literacy instruction. In supervised experiences teachers will learn how to use a range of formal and informal assessment tools and methods to diagnose and assess reading and writing development, to guide instruction, and to involve the learner in self-assessment. Prerequisite: RDG 530

RDG 533 PRACTICUM IN LITERACY ASSESSMENT AND INSTRUCTIONAL STRATEGIES II. This course offers an in-depth study of the assessment of struggling readers and writers. In supervised settings teachers will use various formal and informal individual assessment procedures and instruments. These assessments will direct instructional strategies and methodology. Candidates develop individual case studies. Prerequisites: RDG 532

RDG 534 LITERACY INSTRUCTION IN GRADES EC-4. Candidates explore researchbased instructional practices in emergent literacy, cueing systems and comprehension, reading interests, current literacy methodologies, and diversity of learners in schools. This course is designed for graduate students admitted to an authorized initial alternative teaching certifi cation program. This course does not count toward the reading master’s degree program.

RDG 535 LITERACY INSTRUCTION IN GRADES 4-8. This course explores researchbased instructional practice in middle school, word analysis skills, current literacy methodologies, and diversity of learners in schools. This course is designed for graduate students admitted to an authorized initial alternative teaching certifi cation program. This course does not count toward the reading master’s degree program.

RDG 536 LITERACY AND LEARNING GRADES 8-12. This course is for prospective and practicing teachers and focuses on he literacy strategies that enable 8-12 students to comprehend, engage, and make use of the more challenging content and texts in all 8-12 subject areas. Candidates will be involved in class lectures, discussion, small group activities, written assignments, oral presentations, and tests. 3 credit hours.

RDG 561 LANGUAGE ARTS: THEORY AND INSTRUCTION. This course provides theories and practices for teaching oral and written English, integrating the processes of reading, writing, listening, and speaking in classrooms, and the integration of language arts across the curriculum.

RDG 587 WORKSHOP IN READING. This course will provide the opportunity for relevant and timely workshops and independent research and study.

RDG 589 IMPROVEMENT OF LITERACY IN SECONDARY SCHOOLS AND ADULT POPULATIONS. This course is designed to prepare secondary classroom teachers and reading specialists for teaching reading to secondary school and adult populations. Content includes characteristics of secondary students and adult learners, language patterns and structures common to various subject-area texts and techniques to teach reading and study strategies in secondary and adult classrooms.

RDG 590 LITERATURE AND INSTRUCTIONAL MATERIALS IN READING PROGRAMS. This course prepares specialized reading professionals to teach classic and contemporary children’s and young adult’s literature and easy reading fi ction and nonfi ction at all levels. Theories and practices that stimulate student interest in reading, promote reading growth, foster appreciation for the written word and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth are emphasized.

RDG 598 COGNITION AND EMERGENT LITERACY. This course provides an opportunity to examine language, cognition, and pre-reading skills of young children. It enables the student to understand, develop, and evaluate language and reading programs for young children.

RDG 638 RESEARCH IN LANGUAGE AND LITERACY I. This course is designed to present current theories and research regarding aspects of literacy and oral and written language. This knowledge is related to instructional applications for classrooms for the literacy development of children and students. Prerequisite: RDG 530 or consent of the instructor.

RDG 639 RESEARCH IN LANGUAGE AND LITERACY II. Candidates select a literacy-related instructional or assessment problem or question to research in their own classrooms. Candidates collect and analyze data and write a research report for presentation and publication. Prerequisite: RDG 530, RDG 638, or permission of the instructor.

RDG 675 THE ADMINISTRATION AND SUPERVISION OF LITERACY PROGRAMS. This course examines the organization, development, implementation and improvement of reading and writing programs in public schools grade K through 12 at classroom, building and district levels. Prerequisite: RDG 530 or consent of instructor.

RDG 688 THE POLITICS OF LITERACY. This course will examine the connections among the psychological, sociological, cultural, and political aspects of literacy learning and teaching. Students will develop their own research, community service and/or professional exploration projects, present works-in-progress, and set goals for further development. Prerequisites: RDG 588, RDG 589, and BSL 571.

*RDG 710 Seminar in Literacy Leadership. Individual seminar topics will be presented monthly and will change for each semester in which candidates are enrolled. Topics will cover a wide variety of issues of interest to literacy educators. May be repeated for credit for a total of three credits. Prerequisites: Admission into the ED.D program in Literacy Leadership.

*RDG 730 Psychological and Sociological Foundations of Language and Literacy. Using cognitive-processing, socio-cognitive processing, transactional, transactional-socio-psycho-linguistic, attitude, infl uence, and critical theories, candidates will explore literacy education. Prerequisites: Admission into the ED.D program in Literacy Leadership.

*RDG 732 Issues and Trends in Literacy Education. Current issues and trends related to fi eld of literacy acquisition will be examined through the lens of theory, process and practice. Prerequisites: Admission into the ED.D program in Literacy Leadership.

*RDG 734 Literacy for Culturally and Linguistically Diverse Populations. This course provides a critical examination and implementation of the theories, practices, and assessments related to the teaching of literacy to culturally and linguistically diverse learners. The practicum experiences will help promote sensitivity and appreciation for cultural diversity and instill creative and critical thinking skills necessary for leadership in a multicultural society and global economy. Prerequisites: Admission into the ED.D program in Literacy Leadership.

*RDG 737 Quantitative Research Methods in Literacy. Emphasis is placed on the examination of quantitative research designs and methodologies, the critique of published educational research, the ethical and legal issues of educational research, and the development of a research proposal. Prerequisites: RDG 730 and permission of the instructor.

*RDG 760 Analysis, Interpretation, and Dissemination of Literacy Assessment. This course provides an opportunity to train others in the use and interpretation of literacy assessment instruments. Additionally candidates will assist school sites in establishing a school-wide process for collecting, implementing, and communicating the results of a broad range of assessment data. Prerequisites: RDG 730.

*RDG 775 Leadership in Literacy. Candidates will explore the history of literacy programs, the administration and the supervision of literacy programs PreK-adult at the building, district, state, and federal levels. A signifi cant component of this course will focus on writing for grants and other external funding. Prerequisites: Admission into the ED.D program in Literacy Leadership.

*RDG 780 Internship in Literacy Leadership. This course is the capstone experience for the Ed.D. in Reading that provides opportunities to develop skills in leadership on a school and district level. The candidates will be expected to engage in a minimum of 135 hours of fi eld experiences to conduct research, analyze literacy data, and help in the solution of local, state, and/or national literacy problems. Professional participations and presentations are the vehicles for sharing expertise learned. Prerequisites: Admission into the ED.D program in Reading.

*RDG 790 Qualitative Research Methods in Literacy Education. This course provides both theoretical and practical dimensions of qualitative research. Various paradigms of qualitative research, such as case study analysis, naturalistic inquiry, discourse analysis, ethnography, and narrative analysis are addressed in this course. Students will engage in data collection, analysis, and reporting of an individualized research project. The research project will enable students to summarize empirical evidence related to psychological, sociological, and linguistic foundations of reading and writing processes and instruction. Students will conduct and publish research and contribute to the development of the knowledge base. Prerequisites: Admission into the ED.D program in Literacy Leadership.

*RDG 833 Dissertation in Literacy Education (Minimum of 9 semester hours total required). This is an individual research course leading to the completion of a dissertation that will contribute new knowledge to the fi eld of reading leadership education. Prerequisites: Admission to candidacy in the doctoral program in reading leadership education, and successful completion of comprehensive exam and approval of doctoral advisor

* Subject to action by the Board of Regents, the Texas State University System and/or the Texas Higher Education Coordinating Board. Course title effective with the fall 2006 semester. For previous course titles, please reference the 2003-2005 graduate catalog.