EDRD608 Theory and Research in Writing (3 cr.)

Prerequisite(s): EDRD607  and EDRD613  
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:

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:
(2) create a schoolwide literacy-rich physical environment appropriate for students who represent multiple levels, broad interests, and cultural and linguistic backgrounds.
(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;
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.