This course examines contemporary and historical issues in literacy, including the pedagogies and politics within various contexts:academic, new literacy studies, technology literacy, cultural, family, community, and workplace literacy. Incorporates technological literacies, family, community, and workplace literacies, cultural literacies, and multiliteracies. A major focus is the investigation and understanding of the reading process, various theories that attempt to explain the process, and the implications of those theories for language and literacy development. A literature review will be initiated.

Evaluation and use of materials and techniques for assessing and teaching decoding, spelling, and comprehension across ages, languages, developmental levels, and diverse backgrounds. Examination of models of reading disability and of intervention programs for students and adults with varying degrees of disability. Application through assessment, instruction, and compilation of a case study of a student or adult with reading and/or spelling difficulties. Permission of instructor required for those wishing to take the course as an elective.

Analyze state and national issues related to the use of young adult literature in schools. Evaluate models and strategies for employing quality literature (fiction and non-fiction) effectively in the Pre-K through 12 multicultural classroom. Building upon research and genre overview, each participant will develop instructional materials and strategies such as booklists, storytelling, textsets, read-alouds, and web-based literature activities for students and support materials for parents.

Completion of a thesis or project approved for the Master's degree.

Prerequisite: EDLL 250; Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration.