21 courses with the subject EDRD, 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.
EDRD 314Reading Instruction and Assessment for the Primary Grades3
EDUC 304 Students will learn developmental reading skills and abilities for emergent and beginning readers. The course specifically focuses on teaching strategies and activities in the areas of word recognition and decoding, spelling, fluency, and comprehension.
EDEC 321 , EDEC 322 , EDEC 423 , EDEF 300 , and admission to the teacher education program. Students will learn developmental reading skills in understanding and fostering emergent literacy skills with a focus on reading. The course specifically focuses on teaching strategies and activities in the areas of word attack, fluency, and comprehension. Students will also learn how to link reading assessment results to their instructional practices.
EDRD 414Reading II: Upper Elementary Reading Instruction and Assessment3
EDRD 314 , EDUC 304 (can be taken concurrently) and admission to Teacher Education Program. Designed to teach evidence-based reading instruction, including word study, fluency, vocabulary, and reading comprehension strategy instruction and developmentally appropriate assessment practices in the upper elementary grades. The course includes teaching reading in the content areas and small group reading instruction.
EDRD 415Interdisciplinary Connections Through Reading and Writing3
Admission to Teacher Education Program and a minimum 2.5 GPA. The primary focus of this course is the active engagement of students as readers and writers across the content areas. Students evaluate texts and learn ways to make reading and writing more purposeful and meaningful for middle level learners. Fiction and nonfiction books for early adolescents are used as primary tools in the processes.
EDRD 416Content and Disciplinary Literacy Instruction3
Admission to teacher education program. Introduces 6th-12th grade content area teacher candidates to evidence-based instructional methods that support the development of basic and higher-order literacy skills. Instruction in vocabulary development, reading comprehension, and writing strategies are fostered in the context of specific subject areas.
Admission to Teacher Education Program and a minimum 2.5 GPA. Prior permission required; arrangements must be made before registration. See “ Independent Study .”
Admission to Teacher Education program . Introduces pre-service 6th -12th grade content area teachers to the why and how of promoting basic and higher-order literacy skills. Reading, writing, and thinking skills are fostered in the context of various content area subjects.
EDRD 570Sociocultural Foundations for Teaching Multilingual Learners3
Admission to Graduate College or permission of the instructor Cross-Listed: EDUC 670 This course examines how culture, identity, migration experiences, language development, and sociopolitical contexts influence the schooling of multilingual learners (MLs). Candidates analyze cultural variables in second-language acquisition, acculturation, culturally responsive instruction, and systemic barriers affecting MLs. Emphasis is placed on instructional decision-making, collaboration with families and communities, and professional advocacy aligned to current ESOL standards and Virginia requirements.
EDRD 624Leadership in Literacy: Administration, Supervision, and Coaching3
EDRD 688 , EDRD 641 / EDSP 641 , EDRD 695 / EDSP 695 . EDRD 624 introduces the concepts of administering research-based reading programs in schools and districts. Candidates will examine and experience the responsibilities of a reading specialist in the roles of reading program supervisor, curriculum developer, and literacy coach.
EDRD 624 . Reading Specialist candidates will identify student and teacher goals in order to design, implement, evaluate, and reflect upon evidence-based coaching cycles in literacy. In these coaching cycles, candidates will reflect on their beliefs and teacher debriefings to document growth in student learning and teaching practices. Candidates in this course will complete a practicum as part of their coursework.
EDRD 688 or EDRD 314 and EDRD 414 . Cross-Listed: EDSP 641 The purpose of this course is to provide knowledge concerning the development of language skills from birth to maturity, the relationship between thought and language, and language differences as a result of disability, culture, and life experiences. Graduate students will learn strategies for assessment and intervention in the areas of oral language development, word knowledge/spelling, and written language acquisition.
EDRD 660Current Issues in Education (Topic)
Variable credit, (1-4) One to four hours credit. Examines a major issue in reading and its implications for teachers and reading specialists.
Graduate standing or permission of Graduate Coordinator. In this course, students will critically examine the theoretical foundations of language acquisition as well as current and literacy development of Multilingual Leaners (MLLs). Utilizing a socio-cultural theoretical framework, emphasis will be placed on building a holistic understanding of the complex nature of language acquisition, culturally relevant pedagogy, and literacy development of culturally and linguistically diverse multilingual learners.
Graduate standing or permission of Graduate Coordinator. This course is designed to provide students with foundational knowledge of the developmental stages of literacy development, as well as important seminal research within each stage. Students will also gain knowledge of developmentally appropriate, research-based instructional strategies for each stage of reading development.
EDRD 689Development and Assessment of Early Childhood Reading Comprehension and Writing3
EDRD 688 ; EDRD 641 . This course is designed to provide instruction in the administration and interpretation of a selected battery of tests, and in designing a program of intervention for students with reading disabilities in a clinical setting. Students will prepare a case study for teachers and parents that will include a description and interpretation of testing procedures and results, as well as plans for intervention using appropriate methods and materials.
EDRD 695Alternative Approaches to Reading Instruction3
EDRD 624 Candidates in EDRD 696 will participate in a coaching experience where they design, implement, and assess a professional development and coaching plan for teachers in their school or district.
EDRD 697Practicum: Diagnosis and Intervention in Literacy3
EDRD 688 ; EDRD 641 ; EDRD 692 . Candidates in EDRD 697 will be placed with one child in a public school or clinical setting and will plan and implement an overall intervention program based on diagnosis with emphasis on the individual student’s literacy strengths and needs.
Approval of the advisor, Director of School of Teacher Education and Leadership and Directed Study form submitted to the Graduate College. Hours and credits to be arranged. See “ Directed Study .”
