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.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
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.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Utilize technology competencies for effective programs in reading.
- Conceptualize research theories and models of reading programs.
- Evaluate instructional materials based on research for reading programs.
- Formulate evidence-based instructional strategies to enhance the success of all learners in programs in reading.
- Create strategies for students with dyslexia in reading using the structured literacy approach.
- Generalize current professional literature regarding developmental programs in reading.
- Integrate Christian and professional principles throughout the course.
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 student will then complete the related checklist found in Module/Week 1.
In this Discussion, the candidate will introduce himself/herself to the class. The candidate must post a thread in response to the prompt. The candidate must then reply to 2 other candidates.
For these collaborative Discussions, the candidate will post a 400 word thread in response to the prompt provided and 2 replies of at least 150 words each to 2 other candidates’ threads. For each thread, assertions must be supported with at least 1 citation in current APA format. Each reply must cite at least 1 source. Acceptable sources include websites assigned for the Discussions.
Weekly Assignments (7)
There will be weekly assignments based on literacy trends and issues. In answering 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 3 to 5 pages in current APA format.
Quiz: Professional Membership
Candidates will demonstrate leadership through their required professional membership in the International Literacy Association. The candidate will submit proof of membership in addition to providing proof of membership for his/her portfolio. Also, the candidate will submit proof of membership in a second literacy organization.
Discussion: Final Presentation
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.
Ideal Literacy Program Presentation
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.
Specialist Competency Reflection
The candidate will complete a two-paragraph essay reflecting upon his/her experience in the course. The reflection must answer the questions posed in the assignment instructions.