RLD - Reading and Language, Doctorate

This is an advanced course in reading that reflects historic and current research and theory of language acquisition, studies into linguistics and their relationship to literacy development. The topics include phonology, syntax, semantics, text analysis, and sociolinguistics. Pre-requisite(s): Doctoral standing and a course in language development, or consent of the instructor Co-requisite(s): None. 3 semester hours

An advanced seminar in literacy that examines the research and theory on emergent literacy, the development of orthographic knowledge and word recognition and explores the influences on early literacy development. Prerequisite(s): Doctoral standing and a course in language development, or consent of the instructor. Co-requisite(s): None. 3 semester hours

This advanced course develops students’ abilities to interpret and critically examine reading comprehension research. Students examine contemporary theoretical perspectives, read important historical and recent research studies, and learn to analyze research, thus, laying a foundation for deeper understanding and linking to instructional practices. Pre-requisite(s): Doctoral standing or permission of instructor Co-requisite(s): None. 3 semester hours

An advanced seminar in literacy, which attempts to acquaint the student with historical trends in literacy research as well as highlighting issues of major significance. It provides the students with opportunity to read and discuss seminal works in literacy that forms the basis for contemporary concerns. Prerequisite: Advanced standing. 2 semester hours

This topical seminar is designed to provide students with some in--depth reflections on key issues of contemporary research in reading. Awareness of issues and arguments is developed as well as familiarity with seminal studies and their critical evaluation. Prerequisite: Advanced standing. 2 semester hours

This advanced course develops students’ abilities to interpret, critically examine, and evaluate recent scholarly and practitioner-based texts articulating reform in schools. Students examine contemporary theoretical and philosophical perspectives and arguments, as well as read and analyze relevant research, laying a foundation for deeper understanding of effective practices in leading change within school settings. Pre-requisite(s): Admission to NCE Doctoral Studies. Co-requisite(s): None. 3 semester hours

This course is devoted to an exploration of current and historical research and theory in writing and the teaching of writing. Students examine research methods and paradigms; compare, contrast, and critique studies in written composition; address social, cultural and political issues; and review and synthesize research and theory on specific topics of interest in the field of writing research. Pre-requisite(s): Doctoral standing and a course in writing or consent of the instructor. Co-requisite(s): None. 3 semester hours

This field-based experience involves the participant in an applied problem-solving project related to literacy. Possible settings include classrooms, schools, the University, clinic or private sector where the involvement may be in diagnostic/clinical processes, teaching, staff development, research, and publication. Participants take responsibility for defining a literacy-focused problem, planning and executing an approach, and evaluating and summarizing outcomes. Prerequisite: Advanced standing. 1-4 semester hours

1-3 semester hours

This topical seminar is designed to provide students with some in-depth reflections on key issues of contemporary research in literacy. Awareness of issues and arguments is developed as well as familiarity with seminal studies and their critical evaluation. Pre-requisite(s): Master’s Degree or equivalent study in literacy or permission of instructor. Co-requisite(s): None. 3 semester hours