RL 5014 Reading, Writing, & Literature - 3 graduate credits
This course is designed as an active and reflective experience of reading and process writing. Students will be immersed in literature and process writing as they develop a portfolio of their own work as lifelong readers and writers. They will review theory and practice regarding process writing, writing to learn, and writing across the curriculum. They will work in the format of the reading/writing connection to explore a range of non-print and print genres, including but not limited to fiction, nonfiction, poetry, fantasy, timed writing to a prompt and multicultural literature. Further topics to be examined in this course are the development of practical classroom applications of creating a literate environment, supporting the reading/writing connection in the classroom, exploration of the question `what makes good writing', assessment in the reading/writing workshop, the mechanical aspects of writing, and the needs of diverse learners. This course is recommended for students in the Reading and Writing masters' program and the certification Program, as well as for any other students who teach reading and writing in the elementary, middle, and secondary schools.
RL 5110 Research in Reading/Writing - 3 graduate credits
Research in Reading and Writing is an investigation into the significant research theory and principles on the development of reading and writing, the teaching of reading and writing, the assessment of reading and writing, and the implications of this knowledge that enrich our understandings and refine our practices. From historical perspectives to current trends and issues, we will explore the transformation of the reading and writing landscape. In doing so, we will discover what research in reading and writing is; how it is used; the value of reading and writing research; how it is applied to improve practice, understanding, and reflective thought; and its role in determining best institutional practices.
RL 5170 Content Area Literacy - 3 graduate credits
To provide literacy instructors with practical suggestions, approaches, and tools to engage all K-12 students, including adolescents themselves, in focusing on improving student reading, writing, thinking, and listening. A three tiered model will examine the areas of student motivation, integrating literacy and learning, and sustaining literacy development. The final product will be the formation of a differentiated instructional plan in the content area demonstrating the use of strategies presented in the course. Participants will be using their own existing school curricula or be planning to use the strategies with future students. A district wide presentation can be developed from the culmination of all student's artifacts.
RL 5560 Special Topics in Reading, Writing and the Language Arts - 1-3 graduate credits
An in-depth study of a particular topic, contemporary issue or concern. The course will be taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor. Offered according to demand.
RL 5710 Advanced Diagnostic Testing and the Improvement of Reading and Writing - 3 graduate credits
Diagnostic and instructional issues presented include: reading and writing development; factors related to reading and writing disabilities; varied approaches to individual diagnosis and proven emergent reading, corrective, standardized tests and authentic assessments currently used in reading and special education programs. Students will demonstrate skills in the understanding of the statistical characteristics, administration of formal and informal diagnostic reading tools, the development of individual reading intervention goals and objectives for remediation and the use of formative, summative and progress monitoring tools in assessing growth and designing interventions. This course may be repeated with the permission of the instructor.
RL 5760 Linguistic Principles and Methods of Teaching English as a Second or Other Language - 3 graduate credits
In this course, participants will examine the nature of language, language systems and language in context. The focus will be on the relevance of linguistic and sociolinguistic knowledge to teaching languages, the nature of language development, and the theory and practice of various teaching methods for different age groups and classroom situations.
RL 5770 Developing Language & Literacy for Diverse Learners - 3 graduate credits
In this course students will study the foundations of language/literacy processes and instruction. Topics include the psychological, cultural, and linguistic theoretical foundations; current practices, research, and historical developments; reading and writing language development related to their acquisition as well as cultural and linguistic diversity; major components of reading curriculum; major components of writing instruction; reading and writing instructional strategies and curriculum materials. The course will be in an interactive seminar/workshop format with an online component.
RL 5820 Literacy Practicum - 1-3 graduate credits
This practicum focuses on leadership, collaboration and coaching. Discussion of literacy program planning, operation, management, budget, curriculum, and evaluation. Emphasis on the role of the reading and writing specialist as researcher, leader, and change agent. Study of collaborative consultative skills, supervisory skills, staff development services, and community activities. Field-based experiences at the elementary, middle, and high school. This is the capstone course for students in the reading and writing specialist program.
RL 5822 Reading and Writing Practicum - 2 graduate credits
The Reading and Writing Practicum provides the student with a supervised field experience in one or several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. This course requires 75 hours of supervised field experience. Supervision is by an onsite supervisor and by a professor from the Plymouth State University faculty.
RL 5830 Practicum in Reading Diagnosis and Remedial Reading - 1-3 graduate credits
Analysis of the factors contributing to reading disability. Diagnosis, teaching, curriculum planning and use of informal and formal assessments with small groups of readers in K-12 settings and supervised tutorial situations. Discussions with literacy professionals and paraprofessionals, and participation in professional development workshops. Seminars promote reflection on instructional practices and the range of services available for readers across the developmental continuum.
RL 5910 Independent Study: Language Arts and Literacy - 1-3 graduate credits
Enrichment of the background of students in education through the pursuit of a special topic pertinent to their interests and abilities. An opportunity for an in-depth study of a problem in the field of education. Consent of a faculty supervisor, department chair and the Associate Vice President is required.
RL 6900 Reading and Writing Capstone - 3 graduate credits
The capstone is the culminating course in the MEd in Reading and Writing (no certification). The purpose of this course is for candidates to apply the knowledge, skills, and understanding they have gained in program coursework to their professional setting. Candidates should plan approximately 40 hours of work for each credit. During the capstone experience, candiates will complete and submit for review their e-portfolio. Capstone projects should focus on the following questions: How might the knowledge gained throughout your program coursework be integrated into a coherent project, activity, or experience and give evidence of your leadership skills? What relationship does your activity/project have to: leadership and advocacy; reflection and innovation; scholarship and application; professionalism and service; global awareness and social responsibility? How might this work serve your professional learning community? Who are the stakeholders who might benefit from your work? How might this capstone influence your personal career goals? Candidates must submit a Graduate Capstone Proposal form with their registration, and the capstone project must be approved by the advisor and the ELLC Department Chair. Once completed, candidates must present their capstone product(s) to their advisor, capstone supervisor, and/or other PSU faculty members, as determined in the capstone proposal. Prerequisite: all program requirements satisfied.