EDRD608 Theory and Research in Writing (3 cr.)

Prerequisite(s): EDRD607  
The theoretical and research base for current trends in writing instruction in K-12 and post-secondary schools are explored. Topics of study include spelling, grammar, and composition across the lifespan. Student choice in completing a review of the research literature in an area of interest is featured.

Upon completion of this course, students are expected to be able to do the following:

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction:
(4) synthesize and disseminate information, with supporting dialogue and coaching, on the developmental progress of oral language and its relationship to reading;

RLB. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instructions:
(5) provide leadership to ensure that district/school curriculum standards are consistent with Minnesota’s Academic Standards in Language Arts/Reading

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(3) support and coach teachers in the development of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;
(7) support and coach teachers as they use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(2) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues;

(6) understand and support adult learning;