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LTCY: Literacy

Department of Professional Studies in Education

College of Education and Educational Technology

LTCY 590 Improving Professional Practice in Instructional Settings 1-3 cr.

and

LTCY 591 Improving Professional Practice in Instructional Settings 1-3 cr.

Reviews current research in instructional practices, motivational techniques, and professional issues. May focus on any of these aspects of teaching, learning, or professional practice. May be presented with a kindergarten through grade twelve, elementary, middle school, secondary, or adult orientation. Offered only for continuous professional development and may not be applied toward a graduate degree. Prerequisite: Appropriate teaching certificate or other professional credential or preparation.

LTCY 600 Foundations of Literacy Instruction 3 cr.

Introduces literacy instruction which recognizes social, cultural, historical, and political perspectives. Emphasis is placed on the nature of reading and writing processes, the characteristics and developmental processes of the learner, and instructional strategies that enhance literacy in the classroom.

LTCY 607 Instruction and Learning with Literature 3 cr.

Acquaints students with examining literature, developing instructional materials using the literature, and analyzing literature in its many forms, including electronic technology. Diversity in literature and diversity in student needs will be emphasized. Students will utilize electronic technology to access children’s literature from national and international libraries.

LTCY 635 Literacy in Inclusive Classrooms 3 cr.

This course examines curricular materials, teaching approaches, and strategies used in inclusive classrooms to develop the literacy skills of students who speak English as a second language, students with learning exceptionalities, and students from diverse backgrounds/cultures. The course is taught by instructors with expertise in special education, multiculturalism, and/or teaching English language learners.
Prerequisite: LTCY 600

LTCY 644 Issues and Trends in the Language Arts 3 cr.

Emphasizes effective communications through the study of current trends, resources, and the contributions of research in the various areas of language arts. Special emphasis will be placed on an integrated model for organizing the language arts. Prerequisite or Corequisite: LTCY 600.

LTCY 648 Creativity and the Elementary School Child 3 cr.

Includes a study of creative thinking and ways to develop creativity in children, including strategies and techniques to use in the classroom. Ways of measuring creativity and analyzing the role of the teacher are included. Students are encouraged to develop their own creativity.

LTCY 681 Special Topics 1 cr. to 3 cr.

LTCY 697 Seminar in Special Problems in Reading 3 cr.

Special Topics on literacy as examined through a systematic analysis of theory as it relates to practice. Students are required to study a topic of choice in depth.

LTCY 698 Analysis of Research in Literacy 3 cr.

Examines quantitative and qualitative research in reading, writing, and other literacy and language issues. Designed to ensure that students will be able to read, interpret, and evaluate statistical and ethnographic research in literacy. The use of the Internet for access to research is required. Prerequisite: LTCY 600 or permission of coordinator.

LTCY 699 Independent Study in Reading Education 1-3 cr.

The student, with the cooperation of the reading faculty member with whom he/she expects to work and his/her reading faculty advisor, engages in a study individually or with a small group on some program or field not clearly defined in existing courses. Prerequisite: Permission of the coordinator.

LTCY 701 Assessment and Acceleration 3 cr.

Examines traditional and current teaching strategies, formal and informal assessment, and theory and research of literacy difficulties. Emphasis is placed on intervention. A knowledge of basic computer technology is required. Electronic technology, including databases, spreadsheets, and the Internet, will be incorporated. Prerequisite: LTCY 600.

LTCY 702 Reading and Writing in the Content Areas 3 cr.

Emphasizes strategies, techniques, and materials related to literacy and study skills in the content areas at elementary and secondary levels. A variety of materials, including electronic technology, will be incorporated. Prerequisite: LTCY 600 or permission of coordinator.

LTCY 705 Organization and Administration of Reading/Writing Programs 3 cr.

Acquaints students with issues in analyzing and improving curriculum, evaluating approaches to instruction, providing guidelines for selection of textbooks, materials, and technology, exploring challenges of family and community involvement, implementing changes, and conducting staff development. Emphasizes the role of reading specialist, resource specialist, supervisors and classroom teachers. Prerequisites or Corequisites: LTCY 607, 644, 698, 701, and 702.

LTCY 770 Practicum and Seminar for Reading Specialists I 3 cr.

Supervised experience working with K-12 students who experience difficulty with reading/writing. Assessment techniques such as observation, surveys, interviews, conferences with families, and formal and informal testing are used to determine student’s instructional needs. An intervention plan for improving student’s reading/writing is developed and implemented. Meeting the needs of students in inclusive classrooms is stressed. Candidates maintain records of student’s progress and develop a case report for professionals. A teacher work sample is developed. Candidates display leadership skills, engage in reflective practice, and demonstrate dispositions characteristic of professional literacy educators. Supervision is provided by faculty with Reading Specialist certification.
Prerequisite: LTCY 702 and LTCY 705.

LTCY 771 Practicum and Seminar for Reading Specialists II 3 cr.

Supervised experience working with K-12 students who experience difficulty with reading/writing. Assessment techniques such as observation, surveys, interviews, conferences with families, and formal and informal testing are used to determine student’s instructional needs. An intervention plan for improving student’s reading/writing is developed and implemented. Meeting the needs of students in inclusive classrooms is stressed. Candidates maintain records of student’s progress and develop a case report for professionals. A teacher work sample is developed. Candidates meet with peers in seminars, review research-based interventions, display leadership skills, engage in reflective practice, and demonstrate dispositions characteristic of professional literacy educators. Supervision is provided by faculty with Reading Specialist certification.
Prerequisite: LTCY 702 and LTCY 705 

LTCY 795 Thesis 1-6 cr.

Prerequisite: Permission of the coordinator.

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