Literacy Program Courses

Course Descriptions

GRDG 506 - Teaching Reading to Learners with Special Needs: Birth-Grade 6 (3 credits)

This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating young children with special needs. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring literacy skills. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will further develop instructional strategies to enhance teaching and learning for all students.

GRDG 507 - Teaching Reading to Learners with Special Needs: Grades 5-12 (3 credits)

This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating children with special needs in middle and secondary grades. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring and applying literacy in home and school contexts. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will consider how to use technology in ways that expand educational opportunities and benefit all students.

GRDG 534 - Adolescent Literacy (3 credits)

This course is an overview of theories of language and literacy including but not limited to autonomous and ideological models of reading, socio-cultural-historical views of literacy, critical literacy, and literacy in a post-typographic world.

GRDG 535 - Assessment-Based Literacy Instruction: Primary

This course provides an in-depth exploration of theories, assessment, teaching methods and materials relevant to literacy instruction for today's diverse classroom at the primary grade levels. A focus on social justice education through critical literacy is integrated into the curriculum. The New York State Standards in English Language Arts in pedagogy and curriculum is emphasized.

GRDG 550 - Assessment-Based Literacy Instruction: Intermediate

This course builds on theories, assessments, teaching methods and materials introduced in GRDG 535 and has a focus on literary instruction for a diverse classroom at the intermediate grade levels. A focus on linking the New York state Standards in English Language Arts in pedagogy and curriculum is emphasized.

GRDG 620 - Nature and Acquisition of Literacy (3 credits)

This course is an overview of theories of language and literacy acquisition including but not limited to autonomous and ideological models of reading, socio-cultural-historical views of literacy, critical literacy, language variation, and literacy in a post-typographic world. Candidates create an electronic portfolio.

GRDG 626 - Language, Literacy & Diversity in American Schools (3 credits)

In this course, students will examine theory and research around the concept of diversity and its relation to literacy learning. We will draw on Critical Race Theory, sociocultural theory and the concept of Discourse communities to conceptualize diversity and to understand the educational challenges and opportunities presented by diversity in relation to literacy learning. Questions about the unique challenges of teaching literacy in a complex classroom will be raised and consideration given to different ways of investigating those questions. Also, questions in regards to how research has contributed to our thinking and methods of teaching literacy to diverse student populations will be examined. Prerequisite: GRDG 620.

GRDG 634 - Literacy Instruction in the Content Areas (3 credits)

This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies will be presented in conjunction with New York State Learning Standards. An additional focus of the course will be to help literacy and subject area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum, the use of multicultural materials, and alternative and adaptive methods, and the use of technology. Prerequisite or co-requisite: GRDG 620.

GRDG 635 - Assessment Based Literacy Instruction (3 credits)

This course will examine the nature and function of formal and informal assessment processes in literacy instruction for children through Grade 6. The course will also include an examination of best practices for students in diverse school settings, and a review of assessment strategies designed to enhance literacy instruction through the use of technology. A field experience component in a local school or clinic is required. Prerequisite or co-requisite: GRDG 620.

GRDG 637 - Practicum in Literacy: Tutoring (3 credits)

Practicum candidates are assigned to a child who is in need of specialized literacy instruction. The candidate will be responsible for reporting and using the results of assessment to plan and implement literacy instruction. Candidates will apply individualized and contextualized teaching and learning techniques that draw upon the student's experience and knowledge base. Technology will be used to support instruction and enhance student learning. Prerequisite: GRDG 635.

GRDG 638 - Practicum in Literacy: Small Group (3 credits)

Practicum candidates are assigned a small group of children who are in need of specialized literacy instruction. The candidate will be responsible for reporting and using results of assessment to plan and implement literacy instruction. Candidates will use differentiated instruction, and apply contextualized teaching and learning techniques that draw upon the students' experiences and knowledge bases. Technology will be used to support instruction and enhance student learning. Prerequisite: GRDG 635 or 637.

GRDG 639 - Emergent Literacy (3 credits)

This course will focus on literacy development (listening, speaking, reading, and writing) for children from birth to grade two. The impact of culture and language on literacy development and the use of technology to support literacy will be explored. A field experience component in a local school or clinic is required. Prerequisite or co-requisite: GRDG 620.

GRDG 640 - Administration and Supervision of Reading/ Writing Programs (3 credits)

The course is designed to aid future literacy specialists in developing proficiency in organizing and enhancing school-wide literacy programs. In addition, candidates will explore techniques, including the use of technology, for analyzing and improving curriculum and instruction, and ensuring alignment with New York State Learning Standards. Effective leadership skills, including the ability to work with individuals from diverse backgrounds, will be examined. Prerequisite or co-requisite: GRDG 635.

GRDG 650 - Literacy Methods and Materials (3 credits)

The focus is on current research-supported methods and materials used in developing the listening, speaking, reading, and writing skills of children and adolescents. An additional focus of the course will be to help literacy and subject area teachers address the needs of diverse learners through the use of multicultural materials, and alternative and adaptive methods, including the use of technology. Candidates will examine models of literacy instruction, as well as commercially published materials and programs.

GRDG 652 - Developing Literacy Skills through Middle Childhood and Adolescent Literature (3 credits)

Through exposure and involvement with good literature, candidates are encouraged to develop a lifelong passion for reading. This course will explore quality literature, including multicultural literature, for middle childhood and adolescent learners. Additionally, this course will seek to expose teacher candidates to ideas for effectively involving diverse middle childhood and adolescent readers in the literacy experience. The ideas explored will be linked closely to the New York State Learning Standards for English Language Arts, New York State Standards for Social Studies, and New York State Standards for the Arts. Information technology and other resources will be used to help identify a wide range of diverse readings. Prerequisite or co-requisite: GRDG 620.

GRDG 670 - Theory and Practice of Integrating Literature into the Classroom (3 credits)

This course focuses on literature and the theoretical considerations and practices teachers use to integrate literature into the school curriculum. Candidates are introduced to different reading theories that inform the interpretation of literature (i.e., new criticism, reader response, critical literacy, etc.). Candidates will also have opportunities to enrich and expand their pedagogical knowledge through the introduction of instructional strategies focused on the teaching of literature (i.e., discussion, writing, and technology integration).

GRDG 690 - Capstone Project: Research in Education (3 credits)

The course focus is an examination of current quantitative and qualitative research in the field of education including literacy and special education. The culminating project of the course will be a capstone research project. The capstone project is a three credit-hour collaborative effort among the candidate, the college faculty, and one or more local schools. The project should reflect the standards in the candidate's program of study and demonstrate that the candidate has a clear understanding of the SoE's philosophy of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate should demonstrate or provide evidence that he/she has acquired facility in the use of technology and information literacy to support instruction and learning. The project course allows the candidate to develop greater expertise in the field of literacy instruction. The candidate must develop a study proposal and present it to a supervising graduate professor, a professor designated as second reader, and the department chair (or a designated faculty member) for approval. Once approved, the candidate will complete the project. Although preparation for the project can begin at any time, this project will be carried out only after approval of the professor supervising the project. Graded S/U. Prerequisite/co-requisite: minimum of 24 hours of the program must be completed.