Education

Introduction to the reading process; exploration of how meaning is constructed in relation to written texts, and the teacher's role in helping elementary and middle school students including those with cultural, linguistic, and other learning differences learn this developmental process. Comprehension, skill acquisition, and assessment; explanation of how to provide students with integrated language arts instruction that includes a strong systematic, explicit phonics component; Virginia Standards of Learning.

Growth and development from birth through adolescence, contributing to an understanding of the physical, social, intellectual, emotional, and psychological development of children and youth, and the ability to use this understanding in guiding teaching and learning experiences. Focus on implications for education, early childhood through adolescence. Students engage in 6 hours of community service and observation at a designated elementary school preschool program. Prerequisite: Students enrolled in the course must have taken EDUC 114, be enrolled in EDUC 114 the same semester, or instructor approval. 

Foundations of key scientifically-based reading research and literacy development with a focus on: language development, phonological awareness, understanding of sound and symbol relationships, spelling, syllabication, morphology, fluency, and comprehension. Topics include understanding reading research, theoretical models, and their contributions to the reading process, language development, the sequence of learning to read, and the essential components of reading instruction. An introduction to the most effective approaches to teaching reading with an emphasis on explicit and systematic methods and strategies, including decoding skills, word analysis, and word attack skills used to teach literacy skills to your children through young adults. 

This course explores key cognitive processing theories and their profound implications for literacy instruction. Students will examine how the brain acquires, processes, and retains information, with a focus on strategies that enhance reading comprehension, decoding, and retention. 

Emphasis will be placed on activating prior knowledge, structuring instruction to manage cognitive load, and implementing explicit reading strategies that align with cognitive development. Students will also explore how Piaget's cognitive development theory, Vygotsky's sociocultural theory, and information processing models inform differentiated instruction in literacy. Topics include chunking information, using visual aids, scaffolding, and collaborative learning techniques to support diverse learners.

Through research, discussion, and applied practice, participants will gain the knowledge needed to design effective, cognitively aligned literacy instruction that fosters reading fluency, comprehension, and critical thinking skills in learners of all ages. 

Overview of assessment processes and concerts, including fundamental legal and ethical considerations, and pre-referral and entitlement decision-making. Issues related to norm-referenced tests and teacher-made tests. Basic concepts of assessment and measurement. 

This course is designed to teach the fundamental principles and concepts of the structure of language, with a focus on phonological awareness and phonics. Students learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process. Students also student the linguistic and cognitive bases of reading. 

This course is designed to instruct students in administering, scoring, and interpreting standardized literacy-related assessments, as well as formulating appropriate interventions. 

Overview and characteristics of exceptional readers and writers, including learners with dyslexia. Review of scientifically-based research interventions. 

Use of diagnostic tools and remediation strategies in teaching reading development, use of coaching and communication techniques with teachers, as well as, parents of children with reading difficulties. Course participants will work with Reading Specialists, school administration, general curriculum teachers, and students with reading difficulties, as well as their parents, in a practicum experience within a public school. 

Exploration of the interactive mechanisms that readers use when constructing meaning from written texts. Special attention is given to cognitive processes, informational and literacy text structures, and issues in comprehending content-specific texts. The comprehension needs of exceptional readers, such as ELL students , are also addressed. 

This course explores the role of the reading specialist as a leader, coach, and literacy advocate, focusing on strategies to support and mentor teachers through classroom observations, demonstrations, co-teaching, and other forms of job-embedded professional development. Candidates will develop the ability to organize and supervise reading and writing programs at the classroom, school, or division level. Emphasis is placed on examining and applying current research and exemplary practices in English and reading instruction to improve literacy outcomes. As part of this course, candidates will complete a supervised practicum or field experience in diagnosing and remediating reading and writing difficulties in public or private school settings. 

This course provides an in-depth exploration of modern grammar and writing instruction, emphasizing the integration of grammar, spelling, and writing pedagogy in literacy education. Additionally, this course will focus on the writing process, including planning, drafting, revising, editing, and sharing across (narrative, descriptive, and explanatory) modes. Candidates will engage with evidence-based research and best practices in English and reading instruction, developing skills to incorporate writing as an instructional and assessment tool in diverse educational settings. 

Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, OHI, and students with mental retardation. Application in the classroom setting.

Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions.

Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, selfdirection, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors and labels of ADD/ADHD or emotional disturbance.

Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, autism, OHI, and students with mental retardation. Application in the classroom setting. A research paper and/or action research project and presentation to the class are required for graduate credit.

Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions. A research paper and/or action research project and presentation to the class are required for graduate credit.

Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, selfdirection, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors including but not limited to students labeled ADD/ADHD or emotional disturbance.