*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 learns in schools are examined for application in classroom practice. Master's Portfolio will be initiated in this course.

*RDG 532 PRACTICUM IN LITERACY ASSESSMENT AND INSTRUCTIONAL DECISION-MAKING. This course provides an opportunity for an in-depth study of the theory and research undergirding current approaches to assessment as a foundation for literacy instruction. Classroom teachers will learn how to use a range of formal and informal assessment tools and methods to diagnose and assess who class reading and writing development, to guide instruction, and to involve the learner in self-assessment. Prerequisite: RDG 530

RDG 583 DEVELOPING LITERACY FOR RELUCTANT LEARNERS. This course provides a repertoire of activities to develop reading/writing skills of upper elementary and middle school learners. Students will be provided experiences with the selection of appropriate instructional materials and approaches, based on the cognitive, social, and academic needs of students, grades 5-12.

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

*RDG 588 ASSESSMENT PRACTICES. This course offers an in-depth study of the assessment of children with difficulties in literacy learning. Classroom teachers will use various formal and informal individual assessment procedures and instruments. The results of these assessments will direct instruction strategies and methodology. Students will develop individual case studies. Prerequisites: RDG 530 and RDG 532

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 in the secondary school. Content includes characteristics of secondary students, language patterns and structures common to various subject-area texts and techniques to teach reading and study strategies through content areas.

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

RDG 638 ADVANCED STUDY IN LANGUAGE AND LITERACY. 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.

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.

*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.