Graduate Catalog - Shippensburg University

Courses of InstructionRDG528 Foundations of Literacy Development (3 crs.)Provides a comprehensive overview of factors related to literacy developmentand explores the implications of knowledge about the reading/writingprocess for effective instruction. Topics considered includeresearch knowledge about literacy processes, early literacy experiences,comprehension, vocabulary/concept development, word identification,literature for reading instruction, microcomputers and literacy,instructional materials, classroom organization for effective literacyinstruction, and strategies for instruction/assessment in reading.RDG529 Reading and Reasoning Beyond the Primary Grades (3 crs.)Examines comprehensively all aspects of literacy instruction for olderchildren and adults. Special attention given to topics having uniquerelevance to older readers such as: mastery of expository text structures,development of independence in monitoring and controllingone’s own reading, building of vocabulary concepts, and developmentof positive attitudes toward print.RDG532 Diagnosis and Assessment in Reading (3 crs.)Explores varied means for obtaining information about children’sabilities in using print as a basis for aiding further development.Critically examines the strengths and weaknesses of assorted reading/writing assessment strategies. Emphasis given to those strategies thatare process-oriented and have the most direct application to instruction.Students will practice using informal observation techniquesand varied measurement instruments as a basis for preparation of aclinical case report. Prerequisites: RDG528 and RDG529 or permissionof instructor.RDG533 Advanced Diagnosis and Assessment in Reading (3 crs.)Further examines issues introduced in RDG532 with emphasis uponrefining and expanding expertise in observation of literacy development.Preparation of a clinical case report required. Other topicsinvestigated include: current issues in literacy assessment, new strategiesfor assessment, organizing classrooms for optimal diagnosis andinstruction, recent literature by reading researchers with implicationsfor assessment. Prerequisite: RDG532.RDG534 Laboratory Practicum in Reading (3 crs.)Provides experience in facilitating children’s literacy development ina clinical setting with guidance and support from university faculty.Assessment/instructional strategies are practiced and discussed as ameans of building insights about literacy processes and individualdevelopmental needs. Prerequisite: RDG532.RDG535 Seminar in Literacy, Language, and Reading (3 crs.)Explores current understandings of literacy processes with opportunitiesfor in-depth study of topics of special interest and relevance. Acapstone course, students reflectively examine concepts introduced inearlier courses including possibilities and problems of their applicationin varied instructional settings. Practice in curriculum leadershiproles such as writing for publication and planning/implementationof in-service sessions provided. Prerequisites: RDG532, RDG534, andtwo other graduate-level courses in reading.RDG537 Brain Based Strategies for Literacy Learners ExperiencingDifficulties (3 crs.)Focuses on differentiating reading and writing instruction withinvarious settings, including supplemental and classroom, for meetingthe needs of struggling learners. Includes techniques for using interventionteam meetings to select appropriate services, collaboratingwith teachers across intervention programs, and using assessment tomonitor learner’s progress.RDG554 Practicum in Reading (3 crs.)Addresses a series of practical issues Teacher Leaders face on a dailybasis. Topics include teaching adults, how to work with administrators,parents, and trainers of teacher leaders in coming years. Fieldsite visits are included. Prerequisite: master’s degree.RDG555 Practicum in Assessment (3 crs.)Prepares Reading Recovery teachers to learn to observe and recordthe reading and writing strengths of individual children. Field sitevisits are included. Prerequisite: master’s degree.RDG594 Selected Topics (1-3 crs.)RDG599 Independent Study (3 crs.)RDG601 Language Development Theory (3 crs.)Focuses on theory and current research related to effective ReadingRecovery instruction. Examines and applies theoretical principles oflearning and literacy learning to their practice. Evaluates and relatestheories of literacy learning, thinking, and teaching to the process ofbecoming literate.RDG602 Reading Thoughts and Processes (3 crs.)Reading Recovery is a system intervention that changes how educatorsthink about learning and instruction. Teacher Leaders are keyto creating systemic change. Examines recent developments and researchregarding issues Teacher Leaders are most likely to face whenimplementing Reading Recovery Programs in their respective sites.RDG607 Reading Recovery Training for Teachers I (3 crs.)Assists teachers in developing an understanding of the ReadingRecovery procedures in order to select from these procedures tomeet individual learning needs. Lesson analysis, specific strategies,and charting student progress are important components of course.Prerequisite: permission of instructor.RDG608 Reading Recovery Training for Teachers II (3 crs.)Refines and expands the Reading Recovery teacher’s level of awarenessand understanding of how to effectively implement the ReadingRecovery Program. Prerequisite: permission of instructor.RDG609 Internship (3 crs.)RDG612 Thesis I (3 crs.)Students identify, explore, and synthesize current information regardinga topic of special significance in literacy education. Work guidedby reading faculty and must be approved by faculty committee. Allstudents expecting to undertake advanced graduate studies in readingare urged to elect the thesis option.RDG613 Thesis II (3 crs.)Continuation of RDG612.Science Education (SCED)SCED510 Foundations of Science Education in the United States (3 crs.)Includes the historical and philosophical foundations of secondaryeducation in the United States with particular emphasis on scienceeducation (i.e. the nature of science). Current issues such as federaland state educational policies and curriculum standards, standardizedtesting and accountability, and professional expectations for teacherswill also be discussed.SCED520 Research and Contemporary Issues in Science Education(3 crs.)Surveys various research approaches in science education includingquantitative, qualitative, and mixed methods. Emphasis placed onresearch characterizing contemporary issues such as inquiry-basedinstruction, effects of curriculum standards and standardized testing,and nature of science instruction. Action research (for the purpose ofimproving one’s own practice) included and each student will design aproject to be completed and presented as part of the capstone review(SCED590).103