Reading (RD)
Courses
RD 610 Literacy/ESOL Instructional Approaches (3)
This course is designed to investigate theories and practices of reading instruction with the goal of improving literacy instruction in the classroom. Students learn various current theories of the reading and writing processes as well as the internal and external variables that affect the acquisition of literacy skills. From these theories students are encouraged to adopt a personal view of the literacy process upon which instructional decisions as critical and reflective professionals in classrooms with diverse cultural and learning needs can be made. Current literacy research that supports instructional decision-making for native English speakers and ESOL learners will be infused throughout the course. Theory, which forms the basis for the course, is balanced with concern for practical applications in the classroom. Prerequisite: Graduate Standing.
RD 612 Literature for Children, Adolescents, and Young Adults (3)
This course examines literature across P-12 levels with an emphasis on how literature can be used in the development of literacy skills, including with learners whose native language is not English. Students will explore a variety of literature, including multicultural books, picture books, award winning books, poetry, and non-fiction books. Students will explore trends and issues in literature, including censorship, gender bias, cultural representation, as well as others. Prerequisite: Graduate Standing.
RD 614 Foundations of the Science of Reading: Understanding and Applying Structured Literacy Principles I (3)
This course provides educators with a deep understanding of the Science of Reading and equips them with the knowledge and skills necessary to apply the principles of structured literacy in the classroom. Emphasizing evidence-based practices, the course highlights strategies for supporting students with dyslexia, English language learners (ELLs), and students with exceptionalities. Knowledge and application are supported through personalized coaching throughout the course. The course is aligned with the International Dyslexia Association's (IDA) Knowledge and Practice Standards for Teachers of Reading (which align with Standards 5, 6, and 7 of the Kansas Elementary Education (PK-6) Educator Preparation Program Standards.
RD 615 Foundations of the Science of Reading: Understanding and Applying Structured Literacy Principles II (3)
This course provides educators with a deep understanding of the Science of Reading and equips them with the knowledge and skills necessary to apply the principles of structured literacy in the classroom. Emphasizing evidence-based practices, the course highlights strategies for supporting students with dyslexia, English language learners (ELLs), and students with exceptionalities. Knowledge and application are supported through personalized coaching throughout the course. The course is aligned with the International Dyslexia Association's (IDA) Knowledge and Practice Standards for Teachers of Reading (which align with Standards 5, 6, and 7 of the Kansas Elementary Education (PK-6) Educator Preparation Program Standards. Prerequisites: RD 614
RD 616 Teaching Writing in Classrooms (3)
Current approaches to teaching writing based on whole language philosophy across a K-9 curriculum. Instructional strategies for improving writing skills through a writing workshop and methods of evaluating writing including portfolio assessment will be emphasized. Explores current issues and recent research findings relating to teaching writing.
RD 620 Literacy and ESOL Assessment (3)
Principles and techniques of assessment of literacy skills of learners whose native language is English and in ESOL settings. Students will examine purposes for assessment, types of assessments (including formal and informal assessment procedures), analyzing assessment data, and evaluating learners’ strengths and areas of need to determine goals for instruction. Prerequisite: Graduate Standing.
RD 621 The Science of Writing (2)
This course focuses on the essential elements of effective writing instruction using evidence-based approaches. An emphasis is placed on explicit routines to build sentence and paragraph composition, as well as the study of literary devices, writer's craft, and text structure.
RD 622 Literacy/ESOL Instructional Strategies (3)
The scope of this course includes the principles and techniques of literacy instruction for learners whose native language is English and for ESOL learners with diverse learning needs. Current research in literacy provides the basis for understanding the needs of learners and the best strategies for assisting them. Focus on learning will be on making critical and reflective decisions in selecting the most appropriate strategies, resources, and materials for readers who exhibit specific strengths and challenges in reading. Prerequisite: Graduate Standing.
RD 623 Literacy Instruction in Grades 6-12 (2)
A study of the specific literacy skills relating to the various disciplines found in middle and secondary schools. Emphasis is given to the importance of assessment, text complexity and readability, academic vocabulary acquisition, comprehension skills and critical & analytical reading and writing.
RD 625 Literacy Assessment (2)
This course equips educators with the knowledge and tools to assess and support student literacy development using a structured literacy approach. Grounded in the Science of Reading, the course explores identifying reading and writing difficulties across the five pillars of literacy: phonemic awareness, phonics, fluency, vocabulary, comprehension, and written expression.
RD 627 Using Human-Centered AI to Support Literacy Instruction (1)
This course examines a comprehensive approach for integrating Artificial Intelligence (AI) with a focus on maintaining a human-centered instructional framework while using a variety of digital tools to assess, instruct, and engage learners to enhance literacy skills. Prerequisites: RD 614 and RD 615
RD 628 Linguistics, Language Development, and Assessment (3)
Principles of the processes of language development including factors which affect language development, the stages of language acquisition, and the relationship between oral language and literacy. Focus on developing assessment procedures and instructional strategies to facilitate language development. The course also focuses on language and linguistics in ESOL settings, including first and second language acquisition processes; English phonology, morphology, syntax, and discourse; and implications for teaching English language learners. Prerequisite: Graduate Standing.
RD 629 Dyslexia Assessment and Identification Systems (1)
This course builds upon foundational knowledge of dyslexia and examines evidence-based assessment and identification practices for students with dyslexia. This course also includes an examination of the historical development of the field and relevant laws/policies, including current laws/policies in Kansas and practices/procedures in school districts. Prerequisites: RD 614 and RD 615
RD 631 Practicum in Literacy Assessment and Instruction (2)
A supervised clinical experience in which candidates support P-12 students to improve their literacy skills. Candidates choose and administer appropriate assessments, analyze data, determine students’ strengths and areas for improvements, develop skill-specific instructional goals, develop evidence-based instructional plans, select and implement appropriate strategies and materials, and assess progress towards instructional goals using skills developed as critical and reflective professionals. Prerequisites: RD 614 and RD 615
RD 633 Data Literacy and Data-Based Decision-Making Systems (1)
This course is a study of data literacy and data-based decision making for educational decision making. Candidates will learn how to interpret data; build data models that identify student, classroom, program, and school needs; and systematically enhance educational decision making from a base of carefully collected information. Prerequisites: RD 614 and RD 615
RD 635 Leadership in Literacy: Communication, Collaboration, and Coaching (1)
This course is a study of 3 Cs of leadership: communication, collaboration, and coaching. Effective leadership and systems change is not possible without the skill and strategy to effectively communicate vision and needs, work interactively with others and facilitate change via coaching. Candidates will explore what leadership is, characteristics of effective leaders, and reflect upon their own skills, knowledge, and disposition as leaders using the framework of communication, collaboration, and coaching to create inclusive educational environments for all students. Prerequisites: RD 614 and RD 615
RD 637 Advocacy and Activism in Education (2)
This course examines the need for advocacy and activism within the field of education, the processes/steps for successful advocacy and activism plans, characteristics of an effective advocate and activist, and issues/challenges regarding advocacy and activism. Candidates will choose an area, develop an advocacy/activism plan, and become an advocate and/or activist for that cause. Prerequisites: RD 614 and RD 615
RD 639 Family, School and Community Partnerships (1)
This course explores educational considerations for teachers including the policies, theories, practices, skills, and knowledge of home, school, and community partnerships. Candidates will examine: the multiple influences on the whole child; accessibility of community services and supports; ethical, practical, and culturally competent decisions to foster family engagement; knowledge and skills needed to address family structure, socio-cultural and linguistic backgrounds, identities and customs, effective communication; and shared decision-making. Prerequisites: RD 614 and RD 615
RD 640 Applied Learning in Leadership, Advocacy, and Partnerships (3)
This course builds on the foundational knowledge of effective leadership, advocacy, and partnerships by engaging candidates in an applied learning experience focused on engagement, belonging, access, and equity. Candidates will identify one or more areas within the school or community related to literacy and demonstrate their knowledge of effective leadership, advocacy, and partnerships to create meaningful change. Prerequisites: RD 614 and RD 615
RD 675 Research in the Science of Literacy (3)
Candidates will identify a question/topic related to literacy, review the current research literature, develop a plan to collect data, collect and analyze data, identify emergent themes, and draw conclusions about findings. Candidates will produce a written research paper on their study as well as present their findings. Prerequisites: RD 614 and RD 615
RD 684 Literacy Instruction in the Middle and Secondary Content Areas (3)
A study of the specific literacy skills relating to the various disciplines found in middle and secondary schools. Emphasis is given to the importance of text complexity and readability, academic vocabulary acquisition, comprehension skills, use of text-based evidence, critical & analytical reading and writing, reading strategies (both universal and discipline specific), and working with ESOL learners. Prerequisite: Graduate Standing.