Prior to April 2016, the course catalog subject area was listed as Rdg.
Ltl 500 Classroom Literacy Instruction (3)
This class introduces instruction and development in literacy including strategies, materials, and assessment practices consistent with research, state standards, and national standards. The course focus is on intentional teaching with topics including: core literacy components (phonemic awareness, phonics, fluency, vocabulary, comprehension), children's learning and thinking, instructional planning, tools for literacy instruction, text selection, dialogic instruction, assessment, and engaging families.
Ltl 504 Children's Literature (3)
Students read and respond to multiple genres of children's literature, including nonfiction texts, across both print and electronic platforms. Topics include: supporting and appreciating students' complex responses to literature; analyzing the symbiotic relationship of words and pictures in visual texts; using technology to promote literary understanding; and meeting the standards by designing literature instruction informed by critical literacy perspectives. Students who have received credit for ELTL404 cannot receive credit for this course.
Ltl 505 Academic Literacy Across Instructional Contexts, 5-12 (3)
This course is intended for prospective and practicing consultant teachers and literacy specialists who support secondary students' subject area knowledge-building in three contexts: the general classroom, academic support classes, and small group or one-to-one tutoring. The course focus is on reading and writing development in school disciplines. Students will learn knowledge-building literacy practices via disciplinary reading, writing, and discussion.
Ltl 506 Young Adult Literature (3)
Students read and respond to multiple genres of literature for young adults, including nonfiction texts. Topics include: understanding how adolescents build identities and worldviews through engagements with literature; supporting and extending students' responses to literature through dialogic teaching; designing literature instruction to support close readings of complex texts informed by literary theory and disciplinary knowledge; using technology to promote literary understanding; analyzing the symbiotic relationship between words and pictures in visual, digital, and multigenre texts. Students who have received credit for ELTL406 cannot receive credit for this course.
Ltl 526 (Ant 526, Lin 526) Language Acquisition, B-2 (3-4)
Examines theoretical and empirical aspects of first language acquisition and its development in speech and writing, including phonology, syntax, vocabulary, and pragmatics. It views acquisition across languages and (sub)cultures from linguistic, psychological, and social perspectives.
Ltl 546 Literature for Children and Young Adults (3)
In this course, students read and respond to multiple genres of literature for children and young adults, including nonfiction texts. The course topics include: understanding how children and young adults build identities and worldviews through engagements with literature; supporting and extending students’ meaning-making through dialogic teaching; designing literature instruction and curricula to support close readings and comprehension of complex texts informed by critical literacies and reader response theory; using technologies to promote literary understanding and design curricula; analyzing the symbiotic relationship between words and pictures in visual, digital, and multigenre texts.
Ltl 580 Response to Intervention: The Interactive Strategies Approach (3)
Most reading difficulties can be prevented through the implementation of appropriately targeted and intensive instructional interventions. In this course, participants will learn about the Interactive Strategies Approach (ISA) - a well-researched, responsive and comprehensive approach to early literacy instruction and intervention. This course is intended for primary grade teachers and others involved in instruction and decision making related to Response to Intervention. The focus of the course is on helping teachers to develop greater expertise in identifying and responding to the needs of early literacy learners with the goal of accelerating the progress of children who struggle at the early stages of literacy acquisition.
Ltl 600 Strategic Intervention to Prevent Literacy Difficulties (3)
Teachers will learn about the Interactive Strategies Approach to early literacy instruction and intervention and how the approach can contribute to RTI processes in the primary grades. The topics include: the development of strategic, self-regulated early literacy learners who view reading and writing as meaning making activities, providing differentiated instruction in an RTI context, promoting motivation to read and write, and the development of phonological skills, a strategic word approach to word learning, oral language skills, and the knowledge base upon which comprehension depends. Prerequisite: Satisfactory completion of Ltl 500.
Ltl 601 Practicum: Instruction to Prevent Literacy Difficulties (3)
This course focuses on helping teachers to develop greater expertise in identifying and effectively responding to learners who are having literacy difficulties at the early stages of literacy acquisition. Most early literacy difficulties can be prevented through early, responsive, comprehensive, and coherent literacy instruction. Course topics include: differentiated instruction in a Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) context, promoting motivation to read and write, the development of phonological skills, a strategic approach to word learning, and oral language skills and the knowledge base upon which comprehension depends. Graduate students provide one-to-one intervention for a young literacy learner and engage small groups of students in interactive read alouds. The course includes a practicum to work with young children. Students in Literacy programs must receive a B or better in all practicum courses before taking ELTL 620, the capstone class. Prerequisite: Satisfactory completion of ELtl 655.
Ltl 602 High School Practicum: Dialogic Teaching and Learning (3)
This course is intended for prospective and practicing teachers and literacy specialists whose teaching should be informed by adolescents' multiple literacy practices in and out of school as well as experience in supporting high school-aged youth, as needed, in their literacy engagements. With high school aged youth, graduate students will investigate adolescents' multiple literacy practices across contexts as well as engage with them in the production and consumption of one authentic written product that holds particular meaning for the youth (e.g., a college application essay or a digital Public Service Announcement). Emphasis is on dialogic teaching and learning, using research-based practices and classroom/practicum-generated data to inform instruction, and assessing how a writing workshop community supports adolescents, written communication, whether print-based or digital.
Ltl 605 Practicum: Adolescent Literacies and Multimodalities, 5-12 (3)
Exploration of adolescent literacies across contexts and modes. Students conduct inquiries with adolescents to develop and assess educational contexts for multimodal literacy learning. Topics include: youth creative practices; using new technologies to enhance literacy learning; teachers as researchers. Prerequisites: Ltl 610.
Ltl 610 Literacy in Society (3)
Framed by sociocultural perspectives, this course examines literacy in the social context and the changing nature of literacy in the 21st century. Areas of inquiry include how students' cultural backgrounds and identities can serve as resources for literacy learning; linguistic diversity; media literacies; multimodal literacies; and critical literacies.
Ltl 615 Teaching Writing, B-6 (3)
This course provides an overview of writing instruction in elementary schools, drawing on research to inform instructional practice. Areas of emphasis include the history of writing instruction, the process of writing, writing development, assessing writing, mentor texts, writing conventions, disciplinary writing, and organizing writing classrooms. Graduate students will learn how to confer with writers, examine language choices, analyze how students develop as writers, and converse with professional communities about writing instruction.
Ltl 617 Teaching Social Studies, B-6 (3)
This course focuses on history, culture, economics, government, and geography, for teachers to learn the theoretical and practical applications of historical and current concepts. Drawing on national and state standards, the course will emphasize materials, instruction, and assessment to promote conceptual understandings, including a diverse range of perspectives on social studies content.
Ltl 619 Practicum: Writing in the Classroom (3)
This course provides an overview of writing instruction drawing on research to inform instructional practice. Areas of emphasis include creating contexts for responsive writing instruction, disciplinary writing, reciprocal relationships among reading and writing, writing conventions, and engaging with families. In a practicum focused on small group writing instruction with learners in upper elementary grades, graduate students will confer with writers, examine instructional language choices, analyze how students develop as writers, and engage in communities of practice. Graduate students collaboratively teach a small group of children, analyze students' writing, and reflect on instructional practices drawing on theories of literacy development. Students in Literacy programs must receive a B or better in all practicum courses before taking ELTL 620, the capstone class.
Ltl 620 Practicum: Differentiated Instruction and Coaching, B-6 (3-6)
Involves an intense small group inquiry with youth through grade 6. Graduate students teach a small group, document and assess students' literacy learning, and analyze instructional interactions drawing on theories of literacy development. Emphasis includes creating contexts for inquiry, text selection, responsive reading and writing instruction, and engaging with families. Graduate students develop communities of professional practice as they engage as responsive literacy coaches, analyzing teaching interactions, and offering reflections and possibilities for future instruction. Prerequisite: Ltl 601.
Ltl 623 Practicum: Differentiated Literacy Instruction (3-6)
This course provides an application of instruction in reading and writing at the secondary level, consistent with current research. ln a practicum focused on instruction with youths in grades 5-12, graduate students will collaborate with an individual student, document and assess students' disciplinary literacy learning, consider models of supplemental disciplinary literacy instruction, and analyze instructional interactions drawing on research in literacy development. Students in Literacy programs must receive a B or better in all practicum courses before taking Ltl 620, the capstone class.Prerequisite: Ltl 600 or 601.
Ltl 625 Integrated Literacy Instruction, B-6 (3)
Theory and practice of integrated literacy instruction. Topics include: historical perspectives on integrated language arts, different kinds of integration (within language arts, between language arts and subject areas, within and across grade levels, etc.) developing integrated units of instruction, teaching skills within themes, and assessing children's literacy progress.
Ltl 638 Media Literacy (3)
This course focuses on how popular culture and visual media have changed how we think about English language arts. One component of the course focuses on major theories of popular culture and visual media. Another component involves exploring how popular culture and visual media can be integrated into classroom practice.
Ltl 654 Early Literacy Development (3)
In this course, we examine language and literacy development in young children in everyday contexts in preschool through second grade. The reciprocal relationship between early writing, reading, and oral language is emphasized, as is the social and changing nature of literacy practices. The course addresses current research and policy in early literacy and provides practical tools for developing learning opportunities and effective assessment practices in early childhood classrooms. Only one of Ltl 654 or Ltl 655 may be taken for credit.
Ltl 655 Early Literacy Development, B-2 (3)
This class examines literacy development in very young children in school, preschool and home. Literacy development is addressed as acquiring situated, changing, social practices. Topics include: conditions and materials for literacy learning, developing responsive literate relationships with and among young children, observing and documenting growth in early literacy, the reciprocal relationships among early writing, reading and speaking, the relational and emotional dimensions of early literacy, intentionality, play, drama, identity, and picture books and their use. The course addresses effective teaching practices for both preschool and kindergarten classrooms. This course has a 5-hour required practicum component. Only one of Ltl 654 or Ltl 655 may be taken for credit.
Ltl 657 (Tap 657) Literacy for English Language Learners (3)
This course provides an overview of issues in teaching and learning to read and write in English as a new language. The course reviews current instructional practices in light of theoretical foundations, educational policy, and cultural forces that shape acquisition and maintenance of languages in society. This course is intended for educators supporting English Language Learners in United States PK-12 instructional contexts.
Ltl 658 MS Research Project (3)
Preparation and presentation of an inquiry project. Students work independently, with guidance from an advisor or other faculty member. Prerequisite: 21 credits in Literacy Teaching and Learning Department Masters degree program.
Ltl 677 Data Based Decision Making: Linking Literacy Assessments and Instruction (3)
This course is intended to enable teachers to effectively analyze assessment data and draw conclusions, while developing a critical understanding of the use and implications of data in literacy teaching and learning. Additional areas of emphasis include assessment functions (screening, monitoring, etc.), basic concepts of measurement, statistical inference, and research design. The course uses data sets as the basis for discussions about data-driven decision making, instructional improvement, and principles for linking research and practice in literacy instruction. Prerequisite: Satisfactory completion of Ltl 600 or 601.
Ltl 680 Series: Seminars (3)
Individual and group study of problems related to specific areas of literacy. Prerequisites: Consent of department and 12 hours of graduate credit.
Ltl 687 Institute in Education (1-9)
Selected courses and workshops in literacy. Prerequisite: Consent of instructor.
Ltl 695 Supervised Fieldwork (3)
Exploring theory and research through fieldwork experience. Open to graduate students who have been admitted to the Literacy Teaching and Learning Department. Prerequisite: Consent of department.
Ltl 697 Independent Study in Reading (1-6)
Projects designed to meet the needs of students in master's level programs. Prerequisite: Consent of department.
Ltl 700 Proseminar in Theoretical Models and Frameworks in Literacy (3)
This course introduces a range of theoretical models and frameworks that have shaped the field of literacy. Within a community of inquiry, we consider how these models and frameworks have advanced the field and informed literacy instruction. Advanced students also learn about academic reading, writing, and research practices; major conferences and journals in the literacy field; and milestones within the journey toward and beyond the doctoral degree.
Ltl 702 Proseminar in Literacy Research Methodologies (3)
This course is intended to give advanced graduate students a broad orientation to literacy research methodology to support inquiry and critical reading of the research. Across the course, students will engage in discussion about a variety of research methods, considering why and how a particular method is useful for studying certain types of literacy related research questions. Students will conduct database searches and read a variety of publications from selected literacy and education journals.
Ltl 704 Introduction to Dissertation Literature Reviews (3)
This course is dedicated to the exploration and writing of dissertation literature reviews. The literature review is a shared genre across all academic research and the cornerstone of an academic investigation: a literature review reveals what research has been conducted in regard to a particular topic, how the research was conducted, the findings particular methods revealed, and the gaps and questions that warrant further investigation. A literature review is the genre of the Department of Literacy Teaching and Learning's doctoral program comprehensive exam, in which graduate students demonstrate their ability to engage in the practices involved in writing a literature review. This course is intended to strengthen doctoral students' understanding of the purpose of a literature review as well as to provide practice in writing a small portion of a literature review in preparation for the department's comprehensive exam and dissertation. Prerequisites: Two 700-level Ltl courses.
Ltl 710 Literacy as Social Practice (3)
This course will introduce you to an array of theoretical frameworks within which contemporary scholars define, study, and explain literate actions as simultaneously individual and collective. These traditions include but are not limited to: critical literacy; sociocultural theories; activity theory; ethnography of communication; technologically mediated literacies; narrative theories.
Ltl 711 Literacy as Social Reproduction and Transformation (3)
This course introduces socio-cultural studies of literacy which will serve as the foundation on which the course further explores how literacy practices are involved in the reproduction and/or transformation of social life practices and processes. Using key elements from various cultural studies, the course will examine how social processes and practices involving literacy can affect individuals and groups. Questions pertaining to the effects of socio-cultural literacy practices will be investigated throughout the course.
Ltl 715 Analysis of Written Discourse (3)
Focuses on contributions of different traditions in discourse analysis to social and educational research. Topics include conversational analysis, narrative analysis, analysis of multi-modal texts, and analysis of institutional settings. Particular attention to the study of language use in home and community settings, and the characterization of authoritative discourse about knowledge.
Ltl 731 Theory and Research in Teaching Writing (3)
Examination of current research in the field of writing. Readings include class papers as well as significant recent research in the various domains of research in writing. Examination of studies from various fields including psychology, linguistics, anthropology, and education.
Ltl 732 Theory and Research in Teaching of Literature (3)
Presentation of a theoretical overview concerning the teaching of literature K-12 together with a review of the latest research in the reading of literature. Emphasis on crucial issues that need to be researched and on the various methodologies that might be used in research.
Ltl 734 Oral and Written Language (3)
Overview of the social and psychological factors that underlie patterns of oral and written discourse in classroom settings as they support or impede literacy learning. Basis of the belief that literacy learning is socially based and that this foundation affects cognitive behavior and communicative interactions during instructional events.
Ltl 740 PreK-12 Disciplinary Literacy Development: Potential in PreK-12 ELA, Science, and Social Studies Standards (3)
The course explores how disciplinary reading, writing and discussion practices and skills may potentially develop, from prekindergarten through high school, via activity guided by prominent state/national disciplinary literacy standards. Toward this end, the course has four foci: (1) historical movement from "content area literacy" to "disciplinary literacy"; (2) identification of specific disciplinary literacy practices and analysis of potential literacy development via nationally prominent literacy standards and attendant practices, across English language arts (ELA), social studies, and science; (3) the roles of oral and written language in the disciplinary literacy activity of ELA, social studies, and science; and (4) current and needed research on PreK-12 disciplinary literacy development in ELA, social studies, and science, as designed in national standards.
Ltl 742 Literacy Mentoring and Coaching (3)
Involves mentoring in association with the clinical practicum course. Mentors will be required to work with teachers in the master's program and school personnel associated with children being tutored. Includes detailed examination of teaching and mentoring interactions, facilitative structures in schools, and communication with other personnel and parents.
Ltl 743 Practitioner and Participatory Action Research (3)
Explores the theory, practice, and epistemologies underlying practitioner research and participatory action research. Students read and analyze examples of published accounts of practitioner and participatory action research conducted across a range of settings. Within a community of inquiry, students pursue individual research projects related to teaching and learning in their particular settings; learn how to situate their work within broader research traditions and theoretical frameworks; craft research questions; collect and analyze data; and consider ways to represent their research to various audiences. Additional topics include teacher inquiry communities, research ethics, and the contested terrain of practitioner and participatory action research within academia.
Ltl 744 Teacher Leadership (3)
The focus of this course is teacher leadership-broadly defined and practiced. The course includes a focus on: (a) definitions of teacher leadership, (b) teacher leadership in practice, and (c) policy and research implications of teacher leadership. The course includes implications for teacher leaders in education such as literacy coaching, mentoring, professional development, administration, and advanced certification.
Ltl 746 Literacy Education: Research, Practice, Policy, and Politics (3)
This course examines the research, policies, and politics of literacy education in the United States. It will include readings in the areas of: (a) historical review of literacy curriculum and instruction (b) analysis of research and policy issues related to literacy curricula and instructional practices (c) the interplay among research, policy, politics, in relation to literacy education.
Ltl 750 Early Literacy and Language Development (3)
In this course, we examine theory, research, and pedagogy related to early language and literacy development in young children in everyday contexts. The course examines the experiences, processes, knowledge, and attitudes that influence and are influenced by language and literacy development in classroom and out-of-school contexts. The reciprocal relationship between early writing, reading, and oral language is emphasized, as is the social and changing nature of literacy practices.
Ltl 756 Texts and Teaching in Literacy Learning (3)
Examines research on the classroom instruction associated with literacy, teaching, includes readings about: (a) historical and theoretical review of classroom instruction and materials, (b) analysis of current research on literacy instructional settings and processes, and (c) teacher knowledge and professional growth. Prerequisite: Consent of Instructor.
Ltl 757 Research on Preparing Literacy Teachers to Cultivate Equitable & Diverse Learning Contexts (3)
This course examines historical and current research on the field of literacy teacher preparation and professional development. Students engage with readings on teacher beliefs, teacher change, culturally contested pedagogies, equity, critical literacies, and institutional affordances and constraints related to literacy learning and instructional practices in schools. Through readings and discussions, students will explore the impact of teachers, learning histories, teacher knowledge, and teacher beliefs on the ways teachers construct classrooms, select and engage in literacy instructional practices, embrace diversity, and represent learners, families, and literacy learning.
Ltl 758 CAS Research Project (3-9)
Preparation and presentation of an inquiry project. Students work independently, with guidance from an advisor or other faculty member.
Ltl 762 Current Research in Literacy (3)
This course is intended to give advanced graduate students a broad orientation to current literacy research, content, and research methodology to support inquiry and critical reading of the research. Across the course, students will engage in discussion about a variety of research methods, considering why and how a particular method is useful for studying certain types of literacy related research questions. Students will conduct database searches and read a variety of publications from the core literacy journals.
Ltl 773 Seminar in Reading Disability and Related Disorders (3)
Examination of classical and current issues in the causation, diagnosis, and treatment of reading disability. Prerequisite: Consent of instructor.
Ltl 775 Discourse Analysis (3)
This graduate-level course will provide an overview of discourse analysis as both a methodological tool, as well as an analytical tool with spoken and written language across both face-to-face and digital spheres. This course is divided into three themed sections: 1) Discourse Analysis 2) Critical Discourse Analysis 3) Multimodal Discourse Analysis. Students will have opportunities to explore discourse, literacy, and the social context, by engaging with a wide variety of texts, including empirical research, analytical essays, and literacy narratives. Employing discourse analysis techniques, participants will draw upon narratives in teaching and teacher education, digital literacies, and family literacies.
Ltl 777 (Tap 777) Qualitative Research Methods (3)
Qualitative research methods and issues with focus on ethnographic techniques; participant observation and interviewing: analyzing, interpreting, and collecting data. Attention to problems generic to fieldwork; emphasis on formation of research questions (entry into field settings, ethical issues in fieldwork, qualitative analysis and theory building).
Ltl 779 Quantitative Methods in Literacy Research (3)
This course is intended to serve as an introduction to quantitative methodology as applied to literacy research. A primary objective of the course is to help advanced students, who have fairly sophisticated understanding of literacy and literacy development, to become more sophisticated consumers of quantitatively based literacy research. Prerequisite: Advanced Standing in Reading/Literacy Program and/or Permission of the Instructor.
Ltl 781 Literacy Learning and Development in Childhood (3)
This course explores theory and research related to literacy learning and development from preschool through elementary/middle school. It examines the experiences, processes, knowledge, and attitudes that influence and are influenced by literacy development.
Ltl 782 Language Foundations for Learning (3)
This course examines the reciprocal relationships among language and literacy development. Varied theoretical lenses will assist students in understanding the diverse factors that shape language and literacy learning, paying particular attention to malleable environmental factors.
Ltl 783 Literacy Learning & Development in Adolescence and Adulthood (3)
This course explores literacy learning and development in adolescence and adulthood. It examines theories of adolescent and adult learning and development; literacy theory; policy influencing literacy instruction; research on literacy learning and development in sites such as families, peer groups, communities, workplaces, K-12 schools, prisons and other adult education settings.
Ltl 887 Institute in Education (1-9)
A Special course, not part of the pattern of regular offerings, designed to meet non-recurring needs.
Ltl 889 Readings in Literacy (3-6)
For students in the Reading PhD/CAS programs who are preparing for comprehensive. Course grading is Load Only and does not earn credit.
Ltl 890 Research and Independent Study in Reading (2-6)
Projects designed to meet needs of students in advanced programs. Prerequisite: Consent of the department.
Ltl 891 Research Practicum (3)
Designing, conducting, interpreting, and reporting research studies. Students work directly with faculty in an on-going project. Prerequisite: Consent of instructor.
Ltl 892 Practicum in College Teaching (3)
Preparation and presentation of course content, and evaluation of student achievement. Student works directly with the faculty member who is teaching a 500-level or 600-level course. Prerequisite: Consent of instructor.
Ltl 893 Advanced Studies Research Project (3-9)
Individualized research project for student completing an Advanced Studies certificate in the Literacy Teaching and Learning Department. Project may involve conducting and writing a research report, literature review, or position paper. Students may take this course for up to 9 credits. Prerequisite: Methodology coursework and consent of department.
Ltl 895 Internship in Reading (4-8)
Planned experiences which emphasize the students' professional objectives. Includes a seminar. Prerequisite: Consent of department.
Ltl 897 Dissertation Preparation (3-12)
Development of the dissertation proposal. Prerequisite: completion of comprehensive examination and approval of major advisor.
Ltl 899 Doctoral Dissertation (1)
Required each semester of all candidates working on their doctoral dissertations. Prerequisite: Consent of the department. Registration for this course is limited to doctoral students who have been admitted to candidacy. Course grading is Load Only and does not earn credit.