This course examines the fundamentals of a comprehensive and evidence-based literacy program for the diverse learner in today's classroom, focusing on foundations of reading and the integration of story, diologic conversation, and writing.

This course focuses on evidence-based literacy teaching in the middle grades in culturally responsive and sustaining ways. The role of knowledge building in reading comprehension, comprehension strategies, vocabulary knowledge, advanced word reading skill development, and fluency development is explored.

This course focuses on a disciplinary approach to literacy instruction and the habits of mind through which experts in the discipline communicate in reading and writing. Incorporating evidence-based methods to differentiate instruction for today's diverse learners, course participants use multimodal and digital pedagogies to reflect on their practice as they develop standards-based lessons, into which academic and domain-specific language is embedded. Required for secondary education and literacy candidates.

This course explores the selection, administration, and interpretation of a variety of criterion and norm-referenced assessments that effectively utilize screening, progress monitoring, diagnostic, and outcome measures to evaluate student reading performance.

Literacy leaders are often charged with the technical, organizational, and substantive aspects of literacy data at the grade, school, or district level. This course will support candidates in how to establish, grow, and maintain a culture of inquiry and data use that can inform decisions that impact literacy teaching and learning to improve the literacy achievement of all students.

Candidates assess a struggling student in their practice, design intervention, and use diagnostic teaching in working with the student, utilizing a web-based platform for recording student and teacher interactions.

This is the second of two clinical courses in which candidates provide virtual literacy intervention to small groups of children in a public school setting, which includes multiple opportunities for candidates to discuss their practices through collaborative problem-solving and peer coaching.

This course focuses on the application of theory, research, and best practices in literacy instruction and coaching in the field. Candidates refine the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing classroom-embedded professional development, and providing leadership for school-wide change.

This course builds on the candidate's understanding of the administration and interpretation of assessment data from multiple sources including screening, diagnostic, progress monitoring, and summative instruments using traditional and online resources. Candidates draw on their understanding of test administration, scoring, and analysis of a variety norm-referenced and criterion referenced assessments in data analysis and interpretation. They collaborate with other teachers, administrators, and resource personnel for examining student data and performance-based assessments.

This is the first of two research courses in which the candidate examines current trends and issues in literacy, and ultimately undertakes the writing of a scholarly paper, which begins with the identification of a problem of practice. The candidate conducts a review of literature and prepares for the implementation of an action research project emanating from the research, resulting in the design of a professional development plan to address an area of need. The plan is presented to faculty and colleagues for critique and formative feedback as part of an individual capstone project that is completed in EDR 692.

In this second of two research courses, the candidate implements the action research project begun in EDR 691 and shares findings with the design of a multimedia presentation at SHU's annual literacy conference to which the public is invited.
Prerequisite: Take EDR-691