Trends and Inquiry for the Reading Specialist – EDRS 652

Course Description

This course focuses on evidence-based trends and inquiry related to components of an effective literacy program. Best practices in literacy instruction, assessment, and issues in literacy as well as leadership in these fields will be explored.

Rationale

Effective leaders in literacy know how to connect foundational knowledge to evidence-based instruction, assessment, and curriculum. The focus of this course is to analyze issues and trends in literacy for diverse populations and to create a program to ensure literacy development for all students.

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

As the first activity in this course, please read the syllabus and Student Expectations.  After reading the syllabus and Student Expectations, the candidate will then complete the related checklist found in the Course Overview.

The Advising Guide provides essential information to the successful completion of the program and licensure requirements. This quiz will take the student to the link for his/her Advising Guide, and the student will be asked to agree to the Advising Guide Acknowledgement.

Discussions (3)

Discussions are collaborative learning experiences. For these collaborative Discussions, the candidate will post a 300 word thread in response to the prompt provided and two replies of at least 100 words each to two other candidates’ threads. For each thread, assertions must be supported with at least one scholarly citation in current APA format. Each reply must cite at least one scholarly source. (CLO: A, B, C, D, E, F, G)

Video Discussion: Final Presentation

Discussions are collaborative learning experiences. Therefore, the candidate will participate in a final discussion demonstrating the role of a literacy specialist. The final presentation of their Ideal Literacy Program will be attached and discussion will be generated about concepts, questions or concerns in the creation of the presentation. Candidates reply to two other candidates and collaborate with experienced colleagues and peers to develop, reflect, and study their own and others’ teaching practices through the discussion (minimum 150 words each reply). In addition to posting the video for the thread post, in the submission box, the student will write a 250-word thread. (CLO: A, B, C,, D, E, F, G)

Ideal Literacy Program Project Assignments (7)

There will be seven weekly assignments based on literacy trends and issues. In completing the weekly assignments, the candidate must use all assigned readings and presentations from that module: week highlighting the key components and applying to literacy development. The length of each weekly assignment must be 4 to 6 pages in current APA format. (CLO: A, B, C, D, E, F, G)

44 Phonemes Recording and Explanation Assignment

The candidate will demonstrate leadership through their creation of a professional development digital resource, a brief video, that includes a recording of the 44 phonemes of the English language as well as an explanation of how they will use the recording to guide in teaching diverse student populations. In a Word document, the student will write a brief, 300-word paragraph about how this video can help diverse learners and assist his/her colleagues in impacting student learning. (CLO: A, B, D, E)

Reflection Assignment

The candidate will complete a two-paragraph response reflecting on their progress in the Ideal Literacy Presentation answering questions posed in the assignment. (CLO: G)

Presentation of an Ideal Literacy Program Assignment

The candidate will complete a PowerPoint presentation of 18–20 slides with references to the ILA Standards. The presentation should be created to present to other educators to lead them in understanding important components of an Ideal Literacy Program. (CLO: A, B, C, D, E, F, G)