Course Descriptions

Literacy Development and Instruction Courses

Course Descriptions

EDL 300 Phonics Assessment and Instruction (3-0-3). Prerequisites: EDB 200, EDC 300. Prerequisite or Corequisite: EDB 200, EDB 300, EDB 301 and EDB 302. This course focuses on the nature and role of word recognition in proficient reading and spelling. It provides the background necessary for teaching and assessing phonics, phonemic awareness, and word recognition. Return to top

EDL 301 Beginning and Intermediate Reading Instruction and Assessment (3-0-3). Prerequisites: EDB 200, EDC 300. Prerequisite or Corequisite: EDB 200, EDB 300, EDB 301 and EDB 302. This course involves the survey of methods and materials used to teach reading in elementary and middle school settings. It includes overview of the reading process, introduction to diagnostic measures for assessing reading development, techniques for remediating reading difficulties, and critical examination of related theory and research. Return to top

EDL 305 Content Area Literacy (3-0-3). Prerequisites: EDB 200, EDB 300, EDB 301, EDB 302, (except Music Education students). This is a critique and analysis of current theory, research, and practice as it relates to content-area reading instruction. Particular attention is given to the development of comprehension, metacognitive awareness, and effective study strategies. Also stressed are internal and external textbook-thinking skills, the integrated use of reading and writing, and materials and methods to promote lifelong learning. Other topics considered include media literacy, inquiry learning, authentic assessment, action research, and diversity issues. It is required for reading endorsement. Return to top

EDL 311 Emergent Literacy (3-0-3). Prerequisites: ECE 300 (Early Childhood students only), and EDL 301. The course examines theory, research, and practice as it pertains to the processes by which young children learn to read and write in day care, preschool, and primary classrooms. It also includes consideration of language, literacy, and concept development, with emphasis on factors that influence children's growth in these areas. It addresses the relationships between thought and language, as well as integrative methods for language-arts instruction and assessment that build on these relationships and contribute to the acquisition of literacy during early childhood. Return to top

EDL 312 Literature-Based Reading Methods for Children (3-0-3). Prerequisites: EDB 200, EDB 302. The course focuses on techniques for using classic, contemporary, and multiethnic children's literature of all genres to support reading acquisition and instruction in preschool and the primary grades, with particular attention given to teaching methods using literature. Other topics for discussion include the evaluation and selection of appropriate trade and picture books for classroom use, the application of children's literature to content area instruction, and the role of children's literature in family literacy and recreational reading programs. Return to top

EDL 313 Literature-Based Reading Methods for Adolescents (3-0-3). Prerequisites: EDB 200, EDB 302. This course focuses on techniques for using classic, contemporary, and multiethnic literature of all genres to support reading instruction in grades 4 through 12. It emphasizes the developmental nature of reading preferences and comprehension, the application of reader-response theory to the selection and design of teaching strategies and materials, the potential use of literature across the curriculum, and criteria for selecting and evaluating trade books for young adults. Return to top

EDL 402 Foundations of Literacy: Theory and Practice (3-0-3). Prerequisite: Permission of instructor. The course explores the linguistic, psychological, social, cultural, philosophical and historical bases of literacy acquisition and its development. Particular emphasis is given to current research and classroom practice. It is required for reading endorsement. Return to top

EDL 403 Assessment and Evaluation of Diverse Literacy Learners (4-0-4). Prerequisites: EDL 402 and permission of instructor. This course involves the assessment and evaluation of literacy development, with a focus on reading, writing, and complementary language-arts processes for students of all ages. It includes consideration of linguistic, affective, cognitive, and physical factors that may influence encoding, decoding, comprehension, and composition and their evaluation. The construction, administration, interpretation, and critique of formal and informal assessment procedures are addressed. Course includes supervised, weekly, practical experience with an assigned client resulting in development of a case study. It is required for reading endorsement. Return to top

EDL 404 Literacy Development: Meeting the Needs of Diverse Learners (4-0-4). Prerequisites: EDL 403 and permission of instructor. This is supervised practice in teaching reading and writing with emphasis given to the preparation, analysis, and evaluation of individualized instructional programs based on case study evaluations. It includes approaches for developing positive attitudes toward literacy and strategies aimed at overcoming difficulties in reading and writing development. Course requires preparation of a progress report based on weekly practical experience with an assigned client. It is required for reading endorsement. Return to top

EDL 406 Second Language Learning and Pedagogy (3-0-3). The first of a two-course sequence in ESL/EFL pedagogy, this course covers theories of second-language acquisition, competing methods for teaching English to speakers of other languages, psycholinguistics, sociolinguistics, and issues involving language learning in multicultural settings. It is required for TESOL endorsement. Return to top

EDL 407 TESOL Methods (3-0-3). The second of a two-course sequence in ESL/EFL pedagogy, this course provides critical exploration and analysis of current approaches for teaching English to speakers of other languages with particular emphasis given to the development of communicative competence. It also includes consideration of the role of assessment in instructional design, student placement, and advancement, as well as related legal issues. It is required for TESOL endorsement. Return to top

EDL 408 Applied Linguistics for Teachers (3-0-3). Designed for practicing and prospective teachers, this course provides an introduction to linguistic theory as it relates to the language development of native and non-native speakers of English. Emphasis is given on the practical application of linguistic knowledge in phonetics, phonology, syntax, morphology, and semantics to classroom practice. It is required for TESOL endorsement. Return to top

EDL 409 Assessment and Evaluation in the ESL/Bilingual Classroom (3-0-3). This course  explores the notion of second-language proficiency and helps students develop an understanding of how they can assess or evaluate LEP (limited English proficiency) students' progress in the development of proficiency. It addresses topics of formal and informal methods of assessing language proficiency, test preparation, and interpretation of test results. Students have a chance to practice creating authentic assessment tasks. It is required for TESOL endorsement. Return to top

EDL 410 Pedagogical Grammar (3-0-3). This course provides foundational knowledge of the history and structure of the English language and explores a variety of approaches to teaching grammar in the ESL/EFL classroom. It reviews the historical development of English and explains many of the irregular aspects of the language. The major focus of the course is on the grammatical structures of English and their functions in communication. It is an experiential, discussion-based course appropriate for all students interested in improving their knowledge about teaching English grammar. It is required for TESOL endorsement. Return to top

EDL 415 Foundations and Issues in Bilingual Education (3-0-3). The course is taught in Spanish; writing assignments are submitted in Spanish.  It equips bilingual teachers with the knowledge and philosophy to work with language minority students in the context of bilingual programs.  Emphasis is given to the historical, political and legal foundations of bilingual education programs in the U.S. as well as different models of bilingual programs and the psycholinguistic and sociolinguistic principles upon which each is based.  Also considered are  the pedagogical, socio-cultural and linguistic issues of bilingual education controversies.  Participants are expected to develop a professional philosophy of bilingual teaching.Return to top

EDL 416 Methods and Teaching Content Areas in Bilingual Setting (3-0-3). The course is taught in Spanish; writing assignments are to be submitted in Spanish.  It equips bilingual teachers with knowledge and skills to organize and implement instruction for bilingual learners whose first language is not English.  Emphasis is given to the mastery of instructional strategies and design of lessons that are compatible with Ohio Department of Education Standards.  Participants  explore current legal, socio-cultural and educational contexts for teaching English Language Learners in K-12 schools. The students examine the psycholinguistic and sociolinguistic principles of methods of second language teaching; and acquire multiple strategies for teaching subject matter content in the bilingual classroom. Return to top

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Cleveland State University
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