Literacy (Reading)
Rosemary Murray, Chair; Mary E. Shea, Director of Graduate Literacy Programs; Rosemary K. Murray, Director of Literacy Center.
General Information
The Canisius College graduate literacy program prepares students to meet New York State requirements for certification as a literacy specialist. It also leads to a master’s degree. There are course sequences in the program that involve 33 hours of study for Birth-Grade 6 or Grade 5 – 12 certification. Additional coursework (9 hours) qualifies candidates for certification in both areas. Each program has a component that involves working with children in a clinical setting, specifically testing and tutoring in the area of literacy skills (reading and writing).
Required Core Courses for Professional Certification in Literacy
Birth – Grade 6:
The following courses are required of all candidates:
| EDR 502 | Foundations of Literacy Instruction | 3 |
| EDR 509 | Teaching Literacy with Diverse Populations | 3 |
| EDR 510 | Creating a Literate Environment: Teaching the Language Processes | 3 |
| EDR 600 | Literacy Curriculum and the Role of the Reading Specialist | 3 |
| EDU 515 | Introduction to Statistics, Measurement & Assessment | 3 |
| EDU 615 | Research Methods | 3 |
| TOTAL 18 |
Additional Courses for Birth-Gr.6 Professional Certification:
| EDR 501 | Reading and Writing in the Content Areas | 3 |
| EDR 508 | Emergent Literacy | 3 |
| EDR 601 | Diagnosis and Diagnostic Teaching Clinical Practicum: Birth- Grade 6 | 6 |
| EDR 603 | Advanced Practicum: Birth - Grade 6 | 3 |
| TOTAL 33 |
Required Certification Exam for Literacy Certification
NYSTCE: (CST) Content Specialty Test-Literacy
Completion of Graduation Portfolio requirement:
Candidates will use Task Stream to complete graduate portfolio requirements. Course instructors will also designate that certain assignments be included in the portfolio.
Optional: To Add Grade 5-12 Certification
| EDR 606 | Internship Practicum: Grades 5-12 | 6 |
| EDR 504 | Adolescent Literacy | 3 |
| TOTAL 42 |
Required Core Courses for Professional Certification in Literacy
Grade 5 – Grade 12
| EDR 502 | Foundations of Literacy Instruction | 3 |
| EDR 509 | Teaching Literacy with Diverse Populations | 3 |
| EDR 510 | Creating a Literate Environment | 3 |
| EDR 600 | Literacy Curriculum and the Role of the Reading Specialist | 3 |
| EDU 515 | Introduction to Statistics, Measurement & Assessment | 3 |
| EDU 615 | Research Techniques | 3 |
| TOTAL 18 |
Additional Courses for Grades 5-12
Professional Certification
| EDR 503 | Reading in the Secondary Schools | 3 |
| EDR 504 | Adolescent Literacy | 3 |
| EDR 602 | Grade 5-12 Diagnosis & Diagnosis Teaching and Clinical Practicum | 6 |
| EDR 604 | Advanced Practicum | 3 |
| TOTAL 33 |
Required Certification Exam for Literacy Certification NYSTCE:
(CST) Content Specialty Test – Literacy
Completion of Graduation Portfolio requirement.
Candidates will use Task Stream to complete graduate portfolio requirements. Course instructors will also designate that certain assignments be included in the portfolio.
Optional: To Add Birth-Grade 6 certification
| EDR 605 | Internship Practicum Birth-Grade 6 | 6 |
| EDR 508 | Emergent Literacy | 3 |
| TOTAL 42 |
COURSES 2006-2008
EDR 501 Reading and Writing in the Content Areas 3
Strategies for teaching and developing young children’s skills in effectively applying literacy skills as tools for learning in content areas will be examined. Candidates will develop materials and procedures that enhance comprehension, vocabulary acquisition and study skills of diverse populations of learners. Various measures for assessing children’s performance in subject areas will be studied. Children’s literature that supplements textbooks across the content areas will be examined.
EDR 502 Foundations of Literacy Instruction 3
Research-based foundational principles for effective instruction in each of the language areas will be explored. Candidates will study strategies for literacy instruction with diverse populations of learners, create lesson plans that apply instructional techniques, select materials based on children’s literacy level and interests and examine various assessment measures. Multiple genres of children’s literature along with applications in literacy instruction will be explored.
EDR 503 Reading in the Secondary School 3
The effective application of literacy skills as tools for teaching secondary level content areas to diverse populations will be examined. Candidates will develop materials and procedures that enhance comprehension. Integration of content and skills across subjects will be emphasized as well as methods to meet specific needs of students using multiple measures of assessment, diverse genres of literature and various applications in literacy instruction.
EDR 504 Adolescent Literacy: A Critical Pedagogy for a Diverse
Urban Population 3
Candidates will address the literacy needs of an increasingly diverse middle childhood and adolescent school population. Candidates will explore the factors influencing literacy education in the secondary school and become familiar with effective diagnostic teaching strategies appropriate for this diverse population. Field experience will be provided.
EDR 508 Emergent Literacy 3
Research on how young children’s literacy knowledge emerges and structures that enhance this development will be studied. Implementation of the emergent literacy paradigm through lessons and programs for a diverse population of young children will be a focus. Multiple measures of assessment, effective early intervention models and multiple genres of literature with applications in literacy instruction will be explored.
EDR 509 Teaching Literacy with Diverse Populations 3
Strategies for effective literacy instruction with diverse populations will be examined. These include research-based approaches for special education students, ESL/LEP students, as well as gifted and talented students. Candidates will examine how to match instruction to students’ needs as well as how to incorporate differentiated instruction in a classroom. Multicultural literature and literature that deals with specific disabilities will be examined.
EDR 510 Creating a Literate Environment: Teaching the Language Processes 3
Instructional techniques for concurrently developing skills in speaking, listening, reading and writing as well as specific models for instruction that meet diverse needs and interests at all levels will be examined. Organizational components of an effective reading and writing classroom will be explored along with methods for providing a print rich environment that spans a broad spectrum of reading levels, genres and interests.
EDR 600 Literacy Curriculum and the Role of the Reading Specialist 3
Procedures for planning, evaluating and implementing curriculumat the school district level that addresses state and local mandates will be explored. Multiple resources that can be used in the implementation of curriculum will be examined. The role that the reading specialist plays in coordinating this process, guiding the selection of instructional materials and determining appropriate in-service will be examined.
EDR 601 Birth-Grade 6: Diagnosis and Diagnostic Teaching Clinical Practicum 6
Candidates will explore theories and conduct in-depth literacy assessments, using both formal and informal age-appropriate measures. Candidates will examine administrative procedures and the interpretation of results for multiple assessment instruments, including diagnostic and achievement tests, reading inventories, observations and anecdotal records. The diagnostic teaching model will be introduced and traditional remediation and intervention theories will be explored as candidates work with struggling readers during scheduled tutorial sessions.
EDR 602 Grade 5-12 Diagnosis and Diagnostic Teaching Clinical
Practicum 6
Candidates will explore theories and conduct in-depth literacy assessments using both formal and informal age-appropriate measures. Candidates will examine procedures and the interpretation of results for multiple assessment instruments, including diagnostic and achievement tests, reading inventories, observations, and anecdotal records. The diagnostic teaching model will be introduced. Traditional remediation and intervention theories will be explored as candidates work with struggling readers during scheduled tutorial sessions.
EDR 603 Advanced Practicum: Birth-Grade 6 3
Candidates observe and participate in reading clinics, schools, or public and voluntary agencies serving children who are experiencing literacy problems. Candidates will refine proficiencies in instruction and assessment, organization and enhancement of a literacy curriculum, working with a professional team, serving as a resource in literacy education, and acting as a mentor to pre-service and in-service literacy professionals. Prerequisite: EDR 601.
EDR 604 Advanced Practicum: Grades 5-12 3
Candidates observe and participate in reading clinics, schools, or public and voluntary agencies serving children who are experiencing literacy problems. Candidates will refine proficiencies in instruction and assessment, organization and enhancement of a literacy curriculum, working with a professional team, serving as a resource in literacy education, and acting as a mentor to pre-service and in-service literacy professionals. Prerequisite: EDR 602.
EDR 605 Internship Practicum: Birth-Grade 6 6
During this semester-long practicum experience in literacy instruction candidates will observe and participate in reading clinics, schools, or public and voluntary agencies serving children who are experiencing literacy problems. Candidates will work with clients at the emergent and childhood level.
EDR 606 Internship Practicum: Grades 5-12 6
During this semester-long practicum experience in literacy instruction candidates will observe and participate in reading clinics, schools or public and voluntary agencies serving children who are experiencing literacy problems. Candidates will work with clients at the middle childhood through adolescent level.
EDR 616 Research Methods in Reading 3
Descriptive and inferential statistical methods, quantitative and qualitative methods, research models, procedures for designing research studies and ethical principles will be studied. The course will include an examination of the major substantive areas in the field of research on teaching, perspectives and questions on contrasting paradigms, implications of this research for curriculum, instruction, policy and practice and teacher education/professional development. Each candidate will plan a research project consistent with his/her interests and with the course goals. Prerequisite: EDU515.