Graduate School of Education

Reading Endorsement Program

Course Descriptions

ENDR 541 Foundations of Language Acquisition (3)

The dynamic relationship between one’s personal experience as a language user and one’s understanding of the reading process are explored as candidates analyze the major theories and history of literacy development (PK-12). A study of the elements of language (phonology, morphology, syntax, semantics, pragmatics and classroom discourse) that work together to create meaning will build a foundation of knowledge for candidates to most effectively address students’ (PK-12) literacy and learning needs. The linguistic features of oral and written communication and the socio-psycholinguistic factors affecting language development within the context of a variety of classroom reading models are examined. This course addresses the relationship between first language acquisition and the acquisition of English as a second language.

    ENDR 542 Culturally Responsive Instruction and Literacy Leadership (2)

    Introduces the use and implications of English-language proficiency standards across the curriculum within sheltered or immersion classrooms. Provides an understanding of language development PK-12 within classroom contexts to maximize language-learning potential for all children and ensure respect for different languages. Practical techniques for working with parents and varieties of cultures will be explored as well as direction for preparing and managing instructional assistants within a variety of classroom contexts.

    • Prerequisite(s): ENDR 541

    ENDR 543 Literacy Assessment, Diagnosis, and Instruction PK-12 (3)

    This course will explore theories of literacy variabilities and multiple forms of current literacy assessment and instruction for the PK-12 classroom and clinical situations including the use of technology in teaching reading and writing. Emphasis is on assisting struggling readers and writers, including ELs, through a variety of formal and informal assessments and instructional strategies including informal reading and writing inventories, miscue analysis, running records, portfolios, analytical and holistic writing assessment, as well as standardized tests will be examined. Includes 15 hours of classroom assessment practice supervised by university literacy faculty and a K-12 Reading Specialist.

    • Prerequisite(s): ENDR 541 & 542

    ENDR 544 Integrating Literacy Methods across the Curriculum (3)

    Developing strategies for integrating the instruction of reading and writing across the curriculum. Explore current research, state and national standards, technologies, literacy methods, and writing workshop, and assessment strategies used by endorsed reading specialists in pull-out classrooms or as literacy coaches. Includes examination of children and young adult literature genre and readability selection guidelines. Emphasis is on teaching content literacy across the curriculum, selecting and evaluating appropriate materials for K-12 readers and writers within comprehensive school literacy models that include serving the English Language Learner.

    • Prerequisite(s): ENDR 541, 542 & 543

    ENDR 545 Literacy Leadership and Innovation in School Literacy Programs (3)

    Responsibilities of a reading professional are examined including evaluation of diagnostic and corrective reading programs to meet the national, state and district standards and requirements. Working with classroom instructional assistants, advocating for students, presenting information to others as a literacy resource, managing student files and records, reporting on and use of data to make informed instructional decisions in the role of reading specialist and/or school literacy coach are emphasized. Explores the literacy coach’s leadership role in the professional development of classroom teachers. Includes 15 hours of shadowing a literacy coach and working one on one with children in pull out as well as regular classroom reading curriculum as a case study. This is supervised by University literacy faculty and a K-12 Reading Specialist.

    • Prerequisite(s): ENDR 541, 542, 543 & 544

    ENDR 580 Literacy Leadership Practicum and Portfolio (2)

    Candidates will observe master reading professionals and work with small reading groups, whole classes and multiple levels of children for a total of 90 documented classroom hours. Experience with formal and informal assessment, interpretation of results and planning will occur under the guidance of the practicum supervisor. The practicum credits may be distributed across different grade levels as earned in EDL 523 and EDL 525. At least one reading lesson will be formally evaluated by an endorsed reading mentor.

    • Prerequisite(s): ENDR 541, 542, 543, 544 & 545