EDU 700 Introduction to Research Design and Statistics (3)
Prerequisite(s): Admittance to the Doctoral Program
Introduction to Research Design and Statistics provides understanding of how to improve study design, collection and analyze data, and promote reproducible research. It includes a detailed overview of scientific inquiry, examples of various research designs, a discussion of data management methods, and an introduction to statistical analysis. Dissertation requirements and methodology will be outlined.
EDU 701 Intermediate Research Design and Statistics (3)
Prerequisite(s): EDU 700
In this course, doctoral students review and deepen their knowledge of research design with a primary focus on learning statistical reasoning, the connection between design and statistical analysis, and how to run statistical analyses in SPSS. By gaining experience with data entry, analyses, and interpretation, doctoral students build the foundation skills needed to understand primary research papers and to further engagement in dissertation research. The research designs we discuss include those that test relationships (correlation and those that test cause (one and two variable experiments, quasi-experiments, and single case/small N designs that are appropriate for reading research).
EDU 702 Behavioral Research Methods and Program Evaluation (3)
Prerequisite(s): EDU 700 & EDU 701
In Behavioral Research Methods and Program Evaluation, students learn about single-case design procedures for use in academic intervention research and practice. The course presents several behavioral research designs that you can apply to reading intervention research in school settings and can be used in the program?s dissertation. In addition, you will learn about the methods and tools used in program evaluation. You will further your understanding of how to interpret data for educational decision-making and learn how to design and implement effective program evaluations. The course will prepare you to conduct program evaluations in schools and presents a methodology that may be used in the program?s dissertation. The course is designed to cultivate your skills in critically reviewing single-case design research and program evaluation studies so that you can become active producers and/or consumers of research.
EDU 703 Applied Research Methods (3)
Prerequisite(s): EDU 702
This course provides a structured approach to help doctoral students specify and develop a dissertation research plan in conjunction with the Committee Chair. The outcome of this course is an advanced draft of the Qualifying Paper (QP). Students draft the QP one section at a time, including an Introduction with a literature review, a Method, and a Data Analysis plan. Students incorporate feedback on their drafts into two revisions that culminate in an advanced draft of the QP that contributes to the Doctoral Portfolio.
EDU 730 Communication, Collaboration, and Coaching (3)
Prerequisite(s): EDU 710, EDU 720
This course is a study of 3 Cs of leadership: communication, collaboration, and coaching. Effective leadership and systems change is not possible without the skill and strategy to effectively communicate vision and needs, work interactively with others and facilitate change via coaching. Students will learn about and explore their own skill development in each of these areas.
The course is designed to allow students, using various media, to examine skills required to be effective communicators and collaborators including intentional listening and communication techniques. Students will also explore coaching models and research on effective feedback. Emphasis will be placed on coaching of strategies fostering educational equity.
EDU 801 Dissertation Seminar I (3)
Prerequisite(s): EDU 700
This course focuses on preparing students for their second-year research sequence and third-year dissertation work by reviewing key research content, preparing the doctoral portfolio, and exploring research topics.
EDU 802 Dissertation Seminar II (3)
Prerequisite(s): EDU 801
This course supports the development of the dissertation proposal to facilitate the timely and successful completion of the dissertation. The course reviews the dissertation process, including requirements, procedures, timelines, and research topics. Students defend their proposal and submit their projects to the IRB for approval as part of this course.
EDU 805 Dissertation Guidance (3-6)
Prerequisite(s): EDU 801
The purpose of these graduate hours is to provide coaching and support for doctoral students as they implement their research projects and write their corresponding dissertation. Stu dents will produce their scholarly research and writing under the direction of members of the Reading Science Faculty.
This course can be repeated 15 times for credit.
EDU 806 Research Dissemination (3)
Prerequisite(s): Doctoral Candidacy
In this course, doctoral candidates prepare to disseminate their research in formal spoken presentations and written article submissions. The primary focus is developing a professional presentation of the dissertation research, with a secondary focus on submission opportunities for national conferences and journals. In addition to gaining experience presenting their research, doctoral students will participate in a peer review process, prepare a conference submission, and become acquainted with journal submission standards
RDG 740 Cognitive and Neuro Psych's Contributions to Understanding Reading and Learning (3)
Prerequisite(s): Admittance into the Doctoral Program
This course reviews seminal research in the science of reading and deeply explores research contributions from cognitive psychology and neurological psychology. Topics include understanding skilled reading, reading development, brain bases of reading (parts of the brain involved in reading, how the brain processes reading, four part processor model, etc.), anatomical and functional neuroimaging techniques, the causes of developmental reading impairments and how such impairments can be treated, and how technology effects reading. The research will be discussed in light of its applications for teaching and instruction.
RDG 745 Linguistics (3)
Prerequisite(s): RDG 770
This course increases awareness and understanding of the complex organization and systematic nature of language. The focus is on the significant core subfields of linguistics: orthography, phonetics, phonology, morphology, syntax, semantics, discourse, and pragmatics. This course intends to clarify the forms and functions of language to apply this disciplinary knowledge base to inform pedagogical knowledge.
RDG 750 Language Development: Research and Practice (3)
This course examines the research on language acquisition. It starts with an overview of first language acquisition, with an in-depth examination of the components of language development and their relationship to reading and writing. It then covers second language acquisition, and effective instruction and assessment of English Language Learners.
RDG 755 Reading Disabilities (3)
Prerequisite(s): RDG 740, RDG 750
This course reviews the research on learning disabilities and its implications for practice, systems' change, and policy. Key topics include: history of learning disabilities, understanding laws and key policies, symptoms and characteristics of dyslexia and related learning disabilities, implications for screening, diagnosis, and intervention design.
RDG 756 Multi-tiered Systems of Support: Part 1 (3)
Prerequisite(s): RDG 740, RDG 750
This course covers advanced topics in educational assessment, intervention, and leadership to support a Multi-Tiered Systems of Support (MTSS) service delivery model in schools. This course is the first of two in a sequence. This first course focuses on applications of this knowledge base primarily to MTSS service delivery at the individual child level while understanding the context in which individual children function.
RDG 760 Multi-tiered Systems of Support: Part 2 (3)
Prerequisite(s): RDG 740, RDG 750
This course covers advanced topics in educational assessment and intervention design within a Multi-Tiered Systems of Support (MTSS) model. Coursework includes the study of criterion referenced and norm referenced assessments at both the systems and individual child level. Students evaluate assessments based on the technical adequacy of individual assessment's designed purpose, analyze assessment results, and understand implications for systems change and individual child educational planning.
RDG 765 Teaching and Evaluating PreK-12 Writing (3)
Prerequisite(s): RDG 740
This course examines seminal research regarding the teaching and evaluation of Pre-Kindergarten through 12th grade writing. Evidence based instructional practices are explored along with interventions that will enhance writing outcomes for a variety of students within diverse contexts.
RDG 770 Special Topics-Foundations of the Science of Reading Seminar (3)
Prerequisite(s): Admittance into the Reading Science Doctoral Program
The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a) online preparation work related to the special topic to prepare for the summer institute; b) participation in seminar class meetings connected to the special topic; c) attendance at on-campus lectures of Reading Science experts; d) participation in presentations by Reading Science faculty and doctoral students; e) participation in collaborative discussion opportunities with peers; and f) participation in the institute's book study (a new Reading Science book is chosen each summer). In this seminar students are oriented to the doctoral program, discuss program expectations, examine seminal research in the field and develop a model of practice guided by the science of reading.
RDG 771 Preparing for Teaching and Supervision in Higher Education (3)
Prerequisite(s): RDG 770
Special topics courses (a, b, and c) are offered each summer. The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a.) online preparation work related to the special topic to prepare for the summer institute; b.) participation in seminar class meetings connected to the special topic; c.) attendance at on-campus lectures of Reading Science experts; d.) participation in presentations by Reading Science faculty and doctoral students; e.) participation in collaborative discussion opportunities with peers; and f.) participation in the institute?s book study (a new Reading Science book is chosen each summer). This seminar commences in the second year of the doctoral program. It focuses on leadership skills and the deepening of students? teaching and supervision skills for work within higher education institutions. The course is more project-based than our typical content-heavy courses and is divided into modules as opposed to weeks.
RDG 772 Special Topics-Advancing the the Science of Reading in Educational Practice Seminar (3)
Prerequisite(s): RDG 771
Special topics courses (a, b, and c) are offered each summer. The hybrid format of this class requires some online work along with face-to-face work at the on-campus institute. The mandatory on campus one to two-week institute requires: a.) online preparation work related to the special topic to prepare for the summer institute; b.) participation in seminar class meetings connected to the special topic; c.) attendance at on-campus lectures of Reading Science experts; d.) participation in presentations by Reading Science faculty and doctoral students; e.) participation in collaborative discussion opportunities with peers; and f.) participation in the institute?s book study (a new Reading Science book is chosen each summer). This seminar commences in the third year of the doctoral program. It further develops students? leadership and presentation skills. The focus of this course is the completion of the doctoral portfolio.
RDG 775 Supervision and Teaching in Higher Education (3)
Prerequisite(s): RDG 771
This practicum provides the opportunity to apply and integrate knowledge acquired through the core program. Students perform activities related to the expectations of individuals with terminal degrees and extensive understanding of literacy and learning. These activities include supervision of a structured literacy practicum for teachers, the working as a teaching assistant in a master?s level Reading Science class.