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Learning Outcomes- Literacy Studies

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Course Learning Outcomes based upon International Reading Association Standards (2010)

EDLS 500 Foundations of Reading (3)

Standard 1: Foundational Knowledge: Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.

1.1 Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.

1.2 Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

 

EDLS 510 Lifespan Development in Context (3)

Standard 1: Foundational Knowledge: Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.

1. Identify and summarize the major assumptions and principles of the leading theories of development.

2. Identify and analyze physical, cognitive, social, cultural, and familial aspects that influence development.

3. Interpret research related to various aspects of human development.

4. Identify and develop critical thinking abilities necessary for problem solving and understanding controversial issues in the study of human development in order to apply concepts and theories in development to classroom scenarios.

 

EDLS 520 Literacy Assessment (3)

Standard 3: Assessment and Evaluation: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.

3.1: Understand types of assessments and their purposes, strengths, and limitations.

3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.

3.3: Use assessment information to plan and evaluate instruction.

3.4 Communicate assessment results and implications to a variety of audiences.

Standard 6: Professional Learning and Leadership: Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

 

EDLS 525 Developing Literacy through Text Selection: Traditional Print and Digital Literacies (1)

Standard 2: Curriculum and Instruction: Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum, to support student learning in reading and writing.

2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

Standard 5: Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.

EDLS 530 Reading and Writing in the Content Areas (3)

Standard 2: Curriculum and Instruction: Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum, to support student learning in reading and writing.

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.

2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

 

EDLS 535 Integrated Literacy Curriculum (1)

Standard 2: Curriculum and Instruction: Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum, to support student learning in reading and writing.

2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.

2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.

 

EDLS 540 Literacy Strategies for Developmentally Responsive Instruction (3)

Standard 2: Curriculum and Instruction: Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum, to support student learning in reading and writing.

2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.

 

EDLS 550 Instructional Strategies for Struggling Readers and Diverse Students (3)

EDLS 552 Practicum: Instructional Strategies for Struggling Readers and Diverse Students (3)

Standard 4: Diversity: Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.

4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.]

4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

4.3: Develop and implement strategies to advocate for equity.

EDLS 560 Brain-based Learning and Cognition (3)

EDLS 570 Creative Pedagogy (3)

Standard 5: Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.

5.3: Use routines to support, reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).

5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

 

EDLS 580 Literacy Teacher as Instructional Leader (3)

Standard 6: Professional Learning and Leadership: Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitude not only with colleagues but also with community members, parents, and guardians, and so forth.]

6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

 

EDLS 650 Coaching for Literacy Educators (3)

EDLS 652 Practicum: Coaching for Literacy Educators (3)

Standard 6: Professional Learning and Leadership: Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. [This element deals with positive attitude not only with colleagues but also with community members, parents, and guardians, and so forth.]

6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.

 

EDLS 515 Classroom Inquiry (1 hour)

EDLS 690 Literacy Action Research and Seminar (3)

Standard 6: Professional Learning and Leadership: Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.

6.4: Understand and influence local, state, or national policy decisions.