EDRS 659 Foundation & Theories of Literacy Instruction

A study of the major theories, models, and components of literacy. Foundational knowledge will be utilized to design effective literacy instruction.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

The course provides critical knowledge of the theoretical and historical foundations of literacy. An understanding of how to use theory and research to plan effective literacy instruction is essential for reading specialists and specialists in curriculum and instruction. The course is aligned with the International Literacy Association (ILA) standards for literacy professionals.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview. (CLO: G)

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be a minimum of 400 words and should demonstrate course-related knowledge. A Biblical worldview must also be integrated. The candidate’s thread must be supported by at least 1 scholarly citation published within the last 5 years. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be a minimum of 150 words and must be supported by at least 1 scholarly citation published within the last 5 years. (CLO: A, C, D, G, H)

Literacy Life Map Project Assignment

Following a provided outline, the candidate will design a 2-part PowerPoint presentation consisting of a minimum of 20 slides. In Part 1, the candidate will use words and images to describe his or her literacy development from childhood to adulthood. In Part 2, the candidate will articulate a personal philosophy of literacy by identifying 6–8 key beliefs about literacy and 1 belief from a Biblical perspective, supporting each belief with at least 2 scholarly references. The presentation must include a title slide and a reference slide. Current APA format must be followed. (CLO: A, H)

Components of Literacy Assignments (2)

The Components of Literacy Assignments are designed to deepen the candidate’s understanding of key areas of literacy instruction through the application of course concepts. Across both assignments, the candidate will engage with assigned readings and multimedia resources to analyze essential components of literacy, explore instructional challenges, evaluate effective strategies, and reflect on their learning.

Components of Literacy: Phonics and Word Recognition, Fluency, and Vocabulary Assignment

For this assignment, the candidate will review the assigned textbook readings related to the following components of literacy: phonics and word recognition, fluency, and vocabulary. The candidate will complete a series of activities for each of the 3 literacy components. These activities must include a chapter summary (minimum of 300 words), a summary of the YouTube video provided for each component (minimum of 250 words), a summary of 1 scholarly journal article published within the last 5 years related to the component (minimum of 300 words) , and a reflection explaining what he or she has learned about each literacy component. Each reflection must be a minimum of 250 words and include responses to each of the provided prompts. Current APA format must be used throughout the document, including appropriate APA citations for the textbook chapters in each component’s summaries.  A title page and reference page must also be included. (CLO: A, B, C, D, F, H)

Components of Literacy: Comprehension, Spelling, and Writing Assignment

For this assignment, the candidate will review the assigned textbook readings related to the following components of literacy: comprehension, spelling, and writing. The candidate will create 3 separate infographics—1 for each component. Each infographic must include a minimum of 7 key points or ideas from the assigned readings, a minimum of 3 common challenges teachers may face while teaching the component, suggested methods for overcoming those challenges, 2 websites that offer instructional resources and/or strategies and 1 ready-to-use resource (e.g., screenshot, image). At least 1 reference for AI must be included. The candidate will combine all 3 infographics into 1 document. In addition to the 3 infographics, the candidate will also write a reflection essay explaining what he or she has learned about the literacy components. The reflection must be a minimum of 500 words, include a title page, and follow current APA format. A Biblical Worldview must also be integrated. (CLO: A, B, C, D, F, H)

Lesson Plan Assignments (2)

The candidate will develop 2 model lesson plans for novice teachers using a provided lesson plan template. A 250-word rationale must also be written in response to a list of prompts provided for each lesson plan. Each assignment must reference a minimum of 2 scholarly sources, and at least 1 AI-generated source must be cited and included in the template reference list in current APA format. 

Lesson Plan: Small-Group and Individual Phonics Assignment 

The candidate will create a small-group or individual lesson plan for struggling readers in the primary grades. The lesson plan must emphasize phonics or phonemic awareness and include a narrative text and digital resources. As part of the lesson design, the candidate must use Microsoft 365 Copilot (AI) to create differentiated options for at least 1 lesson activity. (CLO: A, B, C, E, F)

Lesson Plan: Whole-Class Comprehension Assignment 

The candidate will create a whole-class lesson plan for diverse learners in the upper elementary grades. The lesson plan must emphasize comprehension and include informational text and digital resources. As part of the lesson design, the candidate must use Microsoft 365 Copilot (AI) to create differentiated options for at least 1 lesson activity. (CLO: A, B, C, E, F)

Remediating RSW Essay

The candidate will respond in writing to several prompts related to the Learn material on remediation in reading, spelling, and writing for struggling students (minimum 400 words). The paper must be written in current APA format and include at least 2 references. (CLO: A, C, E, G)

Professional Development Presentation and Reflection

The candidate will create a professional development presentation related to the Lesson Plan: Whole Class Comprehension Assignment. The presentation should be 7–10 minutes and must focus on the comprehension strategy or method used in the Lesson Plan: Whole Class Comprehension Assignment. The presentation must be recorded using web-based presentation tools, and the candidate must narrate the presentation using their own voice. In addition, the candidate must submit a 300-word reflective response describing the strengths and limitations of the presentation, how effective literacy instruction was modeled in the video, and how the presentation could be used as a resource for novice teachers. A minimum of 2 scholarly sources are cited, in addition to the course textbook. (CLO: E)

Quizzes (5)

Each quiz will cover the phonics study material for the assigned Module: Week and other areas of the course. Each quiz will be open-book/open-notes, contain 20 multiple-choice questions, allow 1 attempt, and have a 40-minute time limit. (CLO: C)

Quiz: Final Exam

The exam will cover the Learn material from the course textbook. The final exam will be open-book/open-notes, contain 50 multiple-choice questions, allow 1 attempt, and have a time limit of 1 hour and 40 minutes. A study guide with suggested terms to review from the textbook will be provided. (CLO: A, C, D)