Literacy Coaching for Reading Specialists (EG 5783)
This course develops the skills and knowledge needed for the reading specialist to work with teachers as a coach and mentor. Students will be asked to employ the coaching knowledge, skills and dispositions needed to facilitate job-embedded professional learning for teachers and other education professionals. Emphasis will be placed on the roles of the reading specialist as resource provider, data coach, interventionist, and parent and community liaison. The student will understand the cycle of assessment and instruction, classroom and small-group organization, and instructional coaching focused on literacy.
Emergent Literacy (EG 5753)
This course focuses on how early language practices and environment from Brit to age five impact how a child learns to read and write. Theories of language development, cognition and learning will be highlighted along with study and application of various systems of language to the reading and writing processes. Course objectives include teaching phonemic awareness and phonics with an emphasis on speech production, teaching writing along with reading through children's literature, understanding early literacy assessment tools, utilizing a variety of instructional groupings, and creating lifelong readers by focusing on story, vocabulary and comprehension. Special attention will be given to literacy acquisition for students from a wide range of cultural, linguistic and social backgrounds. Course objectives and topics and aligned with Tennessee reading specialist standards and the International Reading Association's standards for reading processionals (2010).
Diagnosis and Remediation of Reading Difficulties (EG 5773)
The student will gain an understanding of the nature and multiple causes of reading difficulties and appropriate selection, use and interpretation of formal and teacher-developed assessment tools to report, evaluate and modify instruction for successful learning. The student will learn to communicate assessment data to family an other stakeholders in an effective manner that helps to promote positive literacy connections between the home and school. This course requires a field experience in reading intervention.
Reading in the Content Area (EG 5763)
Students will practice strategies to help K-12 teachers in all content areas enhance student learning, particularly with relation to reading and writing. It emphasizes teaching activities, study strategies and specialized skills for learning content through reading a variety of text structures. The course provides an overview of how students learn to read and the importance of meta-cognitive skills in reading. The focus will be on strategies to help reading specialists recognize and respond to the variety of ability levels and linguistic and cultural back grounds in a classroom.
Leadership in Balanced Literacy (EG 5743)
This course is an in-depth look into the theoretical and evidence-based processes of reading, writing and instruction. It focuses on equipping future teachers with an expert foundational knowledge of literacy research and pedagogical best practices that will help them make appropriate decisions as an informed leader to plan and implement high-quality reading and writing instruction in a clinical or classroom setting. In addition, course objectives and topics are aligned with Tennessee's reading specialist standards and the Standards for Reading Professionals from the International Reading Association (2010).
Collaborative Professional Learning (EG 5033)
The student will gain an understanding of and an ability to lead in varied collaborative professional learning models, including professional learning communities, coaching (instructional, data and content area), mentoring, lesson study, and online collaboration. Student will gain practical experience as members of a professional team in analyzing student work and data and creating lessons and initiatives to improve student learning.