15 courses with the subject EDLS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDLS 550Theories of Reading and Writing3.0
Course examines major developmental theories of literacy as they pertain to the development of literacy skills starting from infancy through adulthood. Course will also investigate major theoretical models of reading and writing acquisition and instruction in areas such as constructing literacy rich contexts for K-12 students; integrating literacy skills across the content areas; understanding the relationship between reading, writing, speaking and listening; and understanding the processes of how students develop and use reading and writing practices in meaningful ways. Major theoretical models of reading and writing inform decisions and purposes for using particular instructional practices and strategies in a variety of educational contexts, but with a specific focus on urban settings.
EDLS 555Understanding Literacy through Sociocultural Perspectives3.0
The central purpose of this course is to use sociocultural theories to investigate the wide range of “literacies” that students possess from diverse backgrounds in urban communities, and ones that literacy teachers can scaffold and build upon while developing their students’ reading, writing, speaking, and listening skills. The course also investigates how linguistic differences and styles of language affect literacy acquisition for students from culturally and linguistically diverse backgrounds, and how literacy teachers can create an inclusive learning environment for all students. Students will learn the critical need for literacy teachers to create effective partnerships with parents from diverse urban communities in supporting the literacy development of their children at home. Stage I/II Field exp req'd.
EDLS 560Reading and Writing in the Content Areas3.0
Students will learn how to identify and explain specific reading and writing expectations of the content areas as described in national and state standards. Language and reading development during adolescence will be explained with supporting evidence from theory and research. Major theories of reading and writing processes will bell be explored to understand needs of all learners in diverse contexts, and develop and implement the curriculum to meet the specific needs of struggling readers. Students will also learn how to support teachers in the design, implementation and evaluation of reading and writing curriculum that is responsive to diverse learners. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification.
EDLS 565Constructing Meaning through Reading and Writing3.0
This course will emphasize literacy as a meaning-making process that is constructed through interaction of the text, the learner and the context. EDLS 565 will include an emphasis on literacy as a meaning making process in urban contexts. The ways in which reading, writing, listening and speaking work together to help learners decode and encode text will be explored. Various models of reading comprehension will be investigated and the power of the writing process to construct and communicate knowledge will be studied. Specific teaching strategies that increase students’ ability to comprehend a variety of text types will be mastered. Instructional approaches that help learners to become fluent writers will also be learned.
This is a 3 credit course designed to prepare students to develop and use a variety of assessment tools for planning and evaluating effective reading and writing instruction. Students will understand the monitoring of performance at individual, classroom, school, and statewide levels. Understanding the important role of assessment in informing instruction is stressed. Students will learn to analyze data and communicate the findings to the necessary individuals in order to improve instruction. This course has a Stage 1-2 field component, successful completion of the field component is required for recommendation for certification. See SoE Field Placement Office website for all clearance policy and field experience requirements.
EDLS 575Responding to Children's and Young Adult Literature3.0
This course will begin with an overview of the history of children’s and young adult literature in the classroom. Participants will learn meaningful ways in which diverse genres of literature can be embedded across all instructional contexts. The course will then explore the ways in learners can respond to these texts using academic, aesthetic, critical, and personal lenses. The course will emphasize the unique opportunities and challenges of responding to children’s and young adult literature in urban settings. The role of eBooks and other reading technologies in the literacy learning process will also be studied.
EDLS 620Applied Methods in Multisensory Reading Instruction1.0
This course provides students with an intro to multisensory structured language instruction with the Wilson Reading System® (WRS). This course examines reading research and the five areas of reading in relation to students beyond grade two with persistent phonological coding deficits. Students will specifically study the Wilson Reading System® (WRS), including student identification and placement, program implementation, progress monitoring, scheduling, creating a successful classroom environment, principles of language structure, and how to teach language with direct, multisensory methods. An oncampus, three consecutive day seminar is required for all students residing within a 60 mile radius of the University City campus. Students residing outside a 60 mile radius may be given the option to attend virtually.
In this course students will be introduced to the use and methodology of research validated strategies that focus on the development of carefully sequenced literacy skills including print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, spelling and handwriting.
This course presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding as well as expands upon these concepts with specific instruction in the closed syllable pattern. Students will be provided with specific procedures to teach the concepts presented in Wilson Reading (WRS) Steps 1-3.
This course presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding as well as expands upon these concepts with specific instruction in the vowel-consonant-e, open, and consonant-le syllable patterns.
Supervised practicum requires identifying and securing a practicum student in grade 4-12 with significant word level deficits, selected according to practicum student selection criteria. A second, or back-up, practicum student is highly recommended, but that student does not have to meet all practicum student selection criteria. The practicum entails successful delivery of a minimum of 20 Wilson Reading System (WRS) lessons and teaching mastery through WRS Step 2.3.
Supervised practicum requires identifying and securing a practicum student in grade 4-12 with significant word level deficits, selected according to practicum student selection criteria. A second, or back-up, practicum student is highly recommended, but that student does not have to meet all practicum student selection criteria. The practicum entails successful delivery of a minimum of 20 Wilson Reading System (WRS) lessons and teaching mastery through WRS Step 3.1.
Supervised practicum requires identifying and securing a practicum student in grade 4-12 with significant word level deficits, selected according to practicum student selection criteria. A second, or back-up, practicum student is highly recommended, but that student does not have to meet all practicum student selection criteria. The practicum entails successful delivery of a minimum of 20 Wilson Reading System (WRS) lessons and teaching mastery through WRS Step 4.2.
Supervised practicum requires identifying and securing a practicum student in grade 4-12 with significant word level deficits, selected according to practicum student selection criteria. A second, or back-up, practicum student is highly recommended, but that student does not have to meet all practicum student selection criteria. The practicum entails successful delivery of a minimum of 60 Wilson Reading System (WRS) lessons and teaching mastery through WRS Step 2.3, 3.1, and 4.2.
Course designed for literacy leaders in classrooms, schools and other instructional settings. Participants learn to synthesize research-based approaches to instruction with local, state and national standards into a cohesive and effective literacy program. Strategies for evaluating literacy assessments and materials for literacy instruction will be examined. The critical role of professional collaboration in the creation and implementation of effective literacy programs for urban environments will be highlighted. Students create and run a literacy program held on the Drexel campus during summer term. Students within a 60 mile radius are encouraged to attend on campus for at least 8 days. Students outside a 60 mile radius will create and run a Drexel-approved literacy program in their home location.
