GRADUATE COURSE DESCRIPTION
ED-LTCY 532 ADVANCED PRINCIPLES AND PRACTICES IN TEACHING LANGUAGE ARTS AND LINGUISTICS (3-0-3)(F/SU). Study of the theoretical constructs of reading, the psychological and pedagogical foundations of reading instruction, and learn to create and improve reading education programs in elementary and secondary classrooms.
ED-LTCY 540 FOUNDATIONS OF LITERACY INSTRUCTION (3-0-3)(F/S/SU). Studies the theoretical constructs of reading and writing, the psychological and pedagogical foundations of literacy instruction, and the creation and improvement of literacy education programs in elementary and secondary classrooms.
ED-LTCY 541 ASSESSMENT AND INSTRUCTION: READING DIFFICULTIES K-12 (3-0-3)(S/SU). Diagnostic, standardized, and informal (performance-based) assessment procedures will be studied, evaluated, learned, and practiced. Instructional strategies for elementary and secondary students with reading difficulties will be learned and linked to assessment procedures. PREREQ: Admission to graduate program.
ED-LTCY 542 BEST PRACTICES IN LITERACY IMPROVEMENT (2-1-3)(F/SU). Diagnostic instructional and assessment procedures will be used with 1-3 elementary or secondary students in the Boise State Tutoring Program in Reading. Each participant prepares a professional quality client report. One meeting per week with the client outside of class time is required. PREREQ: ED-LTCY 541 or the equivalent.
ED-LTCY 543 SEMINAR IN LITERACY EDUCATION (3-0-3)(F/S/SU). Covers current issues and trends in literacy education and leadership techniques. PREREQ: ED-LTCY 540 or PERM/INST.
ED-LTCY 544 CONTENT LITERACY IN SECONDARY SCHOOL (3-0-3)(F/S/SU). Emphasis on using instructional materials in the various content subjects and developing instructional skills to meet the reading, writing, and studying needs of all learners in today’s diverse society. Students will examine professional literature on best teaching practices. PREREQ: Admission to Graduate Secondary Teacher Certification and ED-SPED 550. Instructor permission to waive prerequisites may be given to all students not enrolled in the secondary education certification program (Block I-III). COREQ: ED-CIFSÂ 561 and the content methods course for the declared major.
ED-LTCY 545 WRITING PROCESSES, INSTRUCTION, AND ASSESSMENT: K-8 (3-0-3)(S). Focuses on learning, teaching, and assessment of writing. The writing process and writing in a variety of genres are emphasized.
ED-LTCY 546 ADVANCED STUDY OF CHILDREN’S LITERATURE (3-0-3)(F/SU). In-depth literary analysis of children’s literature from preschool to early adolescence, including multicultural literature. Development of children’s literature activities for classroom, libraries, and other settings.
ED-LTCY 547 ADVANCED YOUNG ADULT LITERATURE (3-0-3)(SU). Offers an update in diverse young adult literature, as well as research, critical analysis and instructional strategies for a variety of settings. Intended for teachers, librarians, media generalists, and others working with young adults.
ED-LTCY 548 PSYCHOLINGUISTICS AND LITERACY (3-0-3) (F/SU). Psychological processes and strategies by which readers and writers construct and reconstruct the message of a text. Application of theoretical conclusions to teaching practices.
ED-LTCY 549 IDAHO COMPREHENSIVE LITERACY COURSE (3-0-3)(F/S/SU). Research-based best reading practices focused on language structure and literacy instruction, comprehension research, material selection, and assessment and intervention strategies. Contemporary and historical perspectives will be examined.
ED-LTCY 550 ADVANCED CONTENT AREA LITERACY (3-0-3)(F/S/SU). Examines newest research in content literacy and explores in greater depth fundamental topics. Includes vocabulary, comprehension, writing to learn, study strategies, and coaching of content teachers. For students seeking Idaho State Literacy Endorsement. PREREQ: ED-LTCY 440 or ED-LTCY 441 or ED-LTCY 444 or any other equivalent content area literacy course.
ED-LTCY 551 LITERACY LEADERSHIP (3-0-3)(S). Examines theories about leadership of school literacy programs. Leadership theory and research as related to literacy curriculum and instruction are explored.
ED-LTCY 552 TECHNOLOGY AND LITERACY (3-0-3)(SU). Examines appropriate and effective uses of technology in literacy development. Explores impact of technology on definition of literacy. New literacies are defined and explored.
ED-LTCY 554 REVIEW OF LITERACY PROCESSES AND PRACTICES (3-0-3)(F/S/SU). Examines the interrelationship of the literacy processes through the examination of epistemological, philosophical, theoretical, and pedagogical literacy models.
ED-LTCY 555 DIRECTING AND SUPERVISING READING PROGRAMS (3-0-3)(F/SU). The literacy specialist’s leadership role in the planning and delivery of reading instruction from goal setting, program planning, decision-making, problem solving, program supervision, and program evaluation for students from varied cultural and linguistic backgrounds will be examined.
ED-LTCY 556 LARGE-SCALE LITERACY ASSESSMENT (3-0-3)(F). Explores large-scale assessment as it relates to literacy assessment; examines current approaches to large scale assessment, assessment design, and specific assessments such as PIRLS, PISA, NAEP, state level tests, etc. with emphasis given to how this data are being interpreted and used for social and political purposes.
ED-LTCY 557 RESEARCH BASE FOR CONTEMPORARY LITERACY CURRICULA (3-0-3)(F/S). Investigates contemporary issues related to research on literacy in terms of theoretical frameworks, research methods, and implications for curriculum, instruction, and assessment. Applies relevant theories and models to the design and development of school curricula in the area of literacy.
ED-LTCY 559 LANGUAGE, LITERACY AND CULTURE (3-0-3)(F). Introduces students to the ways in which social structuring, cultural assumptions, and language use bear on public policy formation and interactions in such areas as the classroom, professions, government, business and industry, and social service agencies.
ED-LTCY 560 INTERPRETING RESEARCH IN LITERACY (2-0-2)(F/S). Examines literacy research involving the generation and refinement of models and theories as well as the traditional quest for better methods of teaching reading and writing. Strategies in interpreting and analyzing the professional literature will also be emphasized.