Reading (RDG)

RDG 2320. Teaching Language and Literacy in 21st Century Classrooms.

This course examines sociolinguistic research and theories related to individual and community identity, language acquisition and variation, monolingualism and multilingualism, and literacy development. The course analyzes demographic patterns and trends in Texas EC–12 school populations. It also examines procedures for curriculum and instructional material review and instructional design aligned with Texas state instructional standards.

RDG 3311. Teaching English Phonology, Orthography, and Morphology.

This course examines core principles of the English language that inform instructional practice in phonics, spelling, and vocabulary. Content includes phonology, orthography, and morphology, with attention to their roles in reading and writing instruction. The course incorporates linguistic and historical perspectives on language structure and change, alongside applications in PK–12 education. Topics include phonemic awareness, decoding processes, spelling patterns, and the relationship between morphology and vocabulary development. Emphasis is placed on applying language concepts to instructional contexts and analyzing their use in literacy development.

RDG 3312. Reading Assessment and Intervention in Grades 4-8.

This course focuses on classroom reading instruction for children who may need additional instructional support. Students investigate EC-8 reading development and state standards for English language arts and reading as well as language development. Formal and informal assessments and basic statistical concepts of assessment design and interpretation including validity, reliability, fidelity, and psychometric bias are introduced. Students consider the nature and identification of reading difficulties, including dyslexia; how to use diagnostic assessment to guide intervention; and designing reading intervention for children who are not meeting developmental benchmarks. Students also review state and federal legal requirements for special populations, including students with dyslexia. Prerequisite: RDG 3311 with grade of "C" or better.

RDG 3315. Literacy Assessment for Early Childhood Through Grade Six.

This course examines research-based approaches to literacy assessment across early childhood through sixth grade. Students analyze formal and informal literacy assessment practices used in elementary school settings and examine the characteristics, uses, and limitations of commonly implemented assessment instruments. The course examines current assessment practices used in schools and explores how assessment data are interpreted to inform instructional decision making. Emphasis is placed on analyzing assessment data and practices to examine approaches to literacy instruction and their documented outcomes in varied educational contexts. Prerequisite: Admittance to Educator Preparation Program and 2.75 overall GPA and Departmental approval.

RDG 3320. Integrating Reading and Writing.

This course examines how children, from early childhood through eighth grade, learn to read and write.  Students examine the integrated nature of reading and writing in early childhood, elementary, and middle school writing instruction from multiple perspectives. Topics addressed include integrated reading and writing development; the writing process; instructional standards for writing and language development; author’s craft; and integration of listening, speaking, reading, and writing. Students analyze strategies for supporting learners with identified language and literacy disabilities as well as learners with emergent bilingual designations. (WI) (MULP) Prerequisite: RDG 2320 or RDG 4320 with a grade of "C" or better.

RDG 3321. Literacy Instruction for Early Childhood Through Grade Six.

This course examines research-based approaches to literacy instruction across early childhood through sixth grade. Students analyze current scholarship on literacy theories, instructional approaches, and materials, with particular attention to ESL methodologies. The course examines how literacy practices are designed, implemented, and evaluated in classroom contexts, with emphasis on instructional approaches related to word recognition, comprehension and vocabulary development. Students analyze and develop instructional plans informed by research for reading strategy lessons and research-supported instructional approaches across varied classroom settings. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and Departmental approval.

RDG 3323. Teaching Literacies in the Content Areas.

This course focuses on content-specific literacies in secondary teaching fields, with an emphasis on reading, writing, and other 21st-century literacies that support content-area learning. Topics include strategies for differentiating instruction across disciplines, analysis of socio-cultural dimensions of literacy, writing-to-learn practices, and methods for assessing literacy development. The course also examines approaches to adapting instruction to address diverse student needs and explores how literacy practices vary across subject areas in secondary and all-level educational settings. Prerequisite: CI 4370 and CI 4372, both with a "C" or better.

RDG 4310. Content Area Reading in the Middle School.

This course provides information about instruction in the middle grades (4-8) content areas with emphasis on the effective use of textbooks, high quality instructional materials, tradebooks, and open educational resources. Course topics include: nature and purpose of content instruction and reading, text selection, curriculum implementation, comprehension, inquiry learning and problem solving, assessment, and meeting individual needs in content reading. As this is part of a multi-course, field-based experience, students must apply in advance for placement and meet program-specific prerequisite and corequisite coursework requirements. Prerequisite: Admittance to Educator Preparation Program and 2.75 overall GPA and Departmental approval.

RDG 4315. Critical Media Literacy for Educators.

This course examines critical media literacy and how to critically engage with, and make sense of, the media, including social media. This course helps students develop the analytic tools needed to examine media content and make more informed choices as an active audience. Students develop the critical skills to analyze, deconstruct, and reconstruct media messages, and develop lessons to help their students to do the same. As this is part of a multi course, field based experience, students must apply in advance for placement and meet program specific prerequisite requirements. Prerequisite: Admittance to Educator Preparation Program and a minimum 2.75 overall GPA and departmental approval.

RDG 4330. Teaching English Language Arts and Reading in Middle School.

This course examines how the teaching of middle level English language arts and reading is informed by theory and research. Students analyze the foundations of English language arts and reading, state standards for English language arts and reading instruction in grades 4-8, and curricular issues related to English language arts and reading. Students examine strategies for supporting learners with identified language and literacy disabilities as well as learners with emergent bilingual designations. Multiple pedagogical approaches for English language arts and reading instruction are investigated. Prerequisite: RDG 4320 and (RDG 3311 or RDG 3312 or RDG 3320) both with a grade of "C" or better.

RDG 4380. Independent Study in Reading Education.

This course allows undergraduate students to engage in independent, faculty-guided study of a selected topic or applied area in reading instruction, emphasizing analytical inquiry and specialized learning beyond regularly offered courses. Activities may include, but are not limited to, analysis of scholarly literature, application of appropriate research methods, analytical writing, curriculum development, or applied project work, as appropriate to the topic and individualized learning plan. The scope, methods, and deliverables of the course are determined in consultation with the supervising faculty member. Emphasis is placed on independent, inquiry-based learning consistent with disciplinary standards. The independent study may be repeated once for credit with different emphasis. Prerequisite: Departmental Approval.

RDG 4621. Literacy Instruction and Assessment EC–6.

This course examines research-based approaches to literacy instruction and assessment across early childhood through sixth grade. Content includes phonemic awareness, phonics, fluency, vocabulary, and comprehension, as well as formal and informal assessment practices used across elementary grade levels. The course explores theoretical frameworks in literacy research and analyzes demographic patterns and linguistic trends in EC–6 school populations as they relate to instructional decision making. Integrated field experiences aligned with professional observation frameworks support analysis of literacy instruction and assessment practices across diverse educational contexts. Prerequisite: Admittance to Educator Preparation Program and 2.75 overall GPA and Departmental approval.

RDG 5310. Teaching Literacy with Children’s and Young Adult Literature.

This course focuses on current research and methods for using children’s and young adult literature, including multicultural literature, in literacy and content-area instruction across grades EC–12. Content includes analysis of literary genres and formats, as well as criteria for evaluating and selecting texts for instructional use. The course examines elements such as literary quality, text complexity, and student engagement, along with professional criteria related to developmental, social, and emotional considerations. Emphasis is placed on the role of literature in supporting literacy development and content-area learning across diverse educational contexts.

RDG 5315. Media Literacy and New Literacy Studies for Educators.

This course helps students develop the questioning strategies and analytical tools needed to examine media content and apply evaluative criteria as an analytical audience. Course content includes media literacy pedagogical frameworks examined in the course and varied strategies for engaging with and making sense of media, including social media. Students integrate current research in the New Literacy Studies with these pedagogies and strategies. Students develop skills to analyze and interpret media messages, while also designing lessons to help PK–12 students do the same.

RDG 5321. Literacy Teaching and Learning in Early Childhood.

This course focuses on effective literacy instruction for young children in EC–3 classrooms. Topics include emergent literacy skills, handwriting, oral language development and language acquisition, literacy-play connections, student engagement, and motivation. The course examines culturally and linguistically relevant practices with young children and analyzes theory and research related to the science of teaching reading. Content also includes reading curricula, children’s literature, informal and curriculum-based literacy assessment, and the selection of materials to support varied learning needs and interests.

RDG 5322. Teaching Reading in the Elementary and Middle Schools.

This course focuses on effective reading instruction in the elementary and middle grades, including phonological and phonemic awareness, alphabetic principle and phonics, decoding, spelling, oral reading fluency, vocabulary, morphology, and reading comprehension. Content includes analysis of pedagogical strategies and instructional frameworks for English language arts and reading. The course examines instructional design for rigor, developmental responsiveness, and alignment with state standards, as well as supports for students with dyslexia in general education settings.

RDG 5324. Developing Content Area Literacy in Middle and Secondary Schools.

This course examines the theory, research, and practical foundations of adolescent, digital, content-area, and disciplinary literacy across middle and high school settings. Content includes analysis of how language and literacy processes shape learning within specific academic subjects and evaluation of instructional approaches that support comprehension, vocabulary development, and writing. The course also addresses differentiated literacy instruction for varied linguistic and academic needs and the integration of reading, writing, speaking, and multimodal and digital strategies to support learning across content areas.

RDG 5326. Teaching Literacy in the Middle and Secondary Schools.

This course focuses on research‑informed literacy instruction for middle- and secondary-school students, especially those who struggle with literacy. Students investigate research and theory related to English language arts and reading instruction with young adolescents, and connect it to their knowledge of the literacy development of children. Procedures for evaluating and critiquing reading curricula, instructional approaches, intervention programs, materials, and literacy assessment are reviewed. Research-based methods for engaging students with varied texts are also explored. Students plan instruction to support adolescent literacy development.

RDG 5331. Literacy Methods for Linguistically Diverse Students in EC-12 Classrooms.

This course focuses on linguistic and literacy considerations associated with students whose primary language or dialect is not English. Content includes research- and theory-based approaches to literacy instruction for multilingual learners, as well as sociolinguistic frameworks related to language variation and multilingualism. The course examines procedures for reviewing curricular and instructional materials and analyzes demographic, cultural, and linguistic factors relevant to literacy instruction. Emphasis is placed on the relationship between language development and academic literacy across EC–12 educational settings.

RDG 5335. College Basic Literacy.

This course examines the theory, research, and practice of basic literacy instruction within postsecondary contexts. Students analyze historical and contemporary curricular approaches to college literacy, with particular attention to their pedagogical implications. Emphasis is placed on the application of research-based instructional strategies that support college learners’ development in phonemic awareness, decoding, vocabulary, fluency, and comprehension. Students evaluate scholarly and professional literature on various perspectives on basic college literacy and assess how basic literacy strategies can be integrated into college lesson plans in alignment with research-based practices.

RDG 5340. Connecting Reading and Writing in the Classroom.

This course examines how children from early childhood through twelfth grade develop writing skills. Content includes research on the integrated nature of reading and writing in instruction from multiple perspectives. Topics include the continuum of reading and writing development, the writing process, instructional standards for writing and language development, author’s craft, and the integration of listening, speaking, reading, and writing. The course also addresses instructional strategies for supporting learners with language and literacy disabilities and emergent bilingual designations.

RDG 5341. Writing Pedagogy in PK-12 Classrooms.

This course provides an advanced study of writing instruction in PK–12 classrooms through an examination of research, theory, standards, and curriculum design. Students analyze writing development, instructional approaches, and assessment practices used across grade levels; engage in writing; and reflect on how writing‑process models can inform instructional choices. Students review district, state, and national standards along with curriculum and policy documents to understand their role in guiding writing instruction. Designed for certified teachers and administrators, the course supports deeper engagement with writing pedagogy, content‑area writing, and evidence‑based strategies for supporting writers in varied school contexts. Corequisite: RDG 5340 with a grade of "C" or better.

RDG 5345. Assessment and Intervention in Literacy Instruction.

This course focuses on classroom reading instruction for children who may need additional instructional support. Content includes EC–12 reading development, state standards for English language arts and reading, and language development. The course introduces formal and informal assessments and statistical concepts of assessment design and interpretation, including validity, reliability, fidelity, and psychometric bias. It examines the identification of reading difficulties, including dyslexia, the use of diagnostic assessment to guide intervention, and approaches to designing reading interventions. State and federal legal requirements for special populations are also addressed. Prerequisite: RDG 5322 with a grade of "C" or better.

RDG 5363. Literacy Teaching and Learning as Sociocultural Practice.

This course focuses on effective literacy instruction in elementary classrooms. Content includes research, theory, and practice related to sociocultural models of literacy and literacy instruction. Topics include oral language development, phonics, decoding, comprehension, fluency, vocabulary, spelling, and writing. The course examines instructional strategies for integrating reading, writing, and social studies within the literacy curriculum, as well as the evaluation of curricula, learning resources, instructional materials, and assessments aligned with state literacy and social studies standards.

RDG 5370B. Literacy Instruction in Multilingual Settings.

This course focuses on literacy instruction in multilingual settings, including contexts outside the United States. Content includes research on effective instructional approaches and analysis of social, cultural, and policy contexts that shape literacy instruction. The course examines state and federal policies related to language and literacy and their development and implementation. It also analyzes research on how policy influences the definition, assessment, and measurement of literacy across educational and community settings.

RDG 5371. Integrated Reading and Writing in Postsecondary Contexts.

This course examines theories, research, and pedagogical models that inform integrated reading and writing instruction in postsecondary contexts. Content includes historical and contemporary perspectives on academic literacies and the interaction of reading and writing processes. The course explores interpretation of literacy performances and selection of instructional strategies, materials, and programmatic models that build on learners’ existing literacies. It also analyzes how theoretical frameworks, disciplinary traditions, and policy contexts inform curriculum design and instructional planning in postsecondary settings.

RDG 5372. New Literacies Studies in Developmental Education.

This course focuses on the theory, research, and applications of New Literacies Studies in postsecondary developmental literacy. Content includes theories and models that conceptualize literacies as socioculturally mediated and connected to identity, discourse, and community participation. The course examines multiple forms of literacy relevant to postsecondary contexts, including academic, workplace, community, and multimodal literacies. It also addresses instructional strategies that support learners’ communication and literacy development in postsecondary learning environments.

RDG 5375. Theory and Research of Postsecondary Literacy Assessment.

This course examines literacy assessment theory, research, policy, and practice in postsecondary contexts. Content includes the literacies required for college-level learning and a range of assessment instruments, including placement, diagnostic, classroom-based, affective, non-cognitive, and exit-level measures. Topics address assessment purposes, interpretation of results, and principles of reliability and validity. The course also examines the evaluation of literacy assessment instruments and the application of assessment data to instructional and programmatic decision-making in postsecondary settings.

RDG 5376. Postsecondary Disciplinary Literacies.

This course examines core principles of disciplinary literacies. Students analyze theory, research, and pedagogical practices related to literacies across academic disciplines, with attention to how these approaches are studied and applied in postsecondary contexts. Students read and evaluate empirical research, reports, policy documents, and related materials to examine the role, function, and documented outcomes of disciplinary literacy in higher education.

RDG 5380. Independent Study in Reading Education.

This course allows master’s students to engage in independent, faculty-guided study of a selected topic or applied area in reading education, emphasizing analytical inquiry and specialized learning beyond regularly offered courses. Activities may include, but are not limited to, analysis of scholarly literature, application of appropriate research methods, analytical writing, curriculum development, or applied project work, as appropriate to the topic and individualized learning plan. The scope, methods, and deliverables of the course are determined in consultation with the supervising faculty member. Emphasis is placed on independent, inquiry-based learning consistent with disciplinary standards. The independent study may be repeated once for credit with different emphasis. Prerequisite: Departmental Approval.

RDG 5381. Internship in Postsecondary Developmental Literacy Education.

This course provides master’s students with opportunities to engage in field-based projects related to postsecondary literacy in an approved institutional or agency setting. The course includes completion of a supervised internship involving program planning, curriculum, pedagogy, management, budgeting, and evaluation. Content addresses development of project plans and application of literacy-related knowledge in professional contexts. Emphasis is placed on experiential learning and the integration of theory, research, and practice in postsecondary literacy education.

RDG 5395. Academic Literacy in College Contexts.

This course examines academic literacies in postsecondary contexts. Content includes academic, workplace, and multiliteracies and their influence on engagement with texts and tasks across educational and professional settings. The course addresses assessment of learners’ literacy strengths and needs and analysis of instructional approaches that support vocabulary development, comprehension processes, and strategic reading across multiple text sources. It also examines contextual factors that influence academic literacy development and their implications for instructional planning in postsecondary environments.

RDG 6330. Language Acquisition and Development for Literacy Instruction.

This course focuses on language development of children from varied linguistic backgrounds in grades EC–12. Content includes theories and stages of language development; first and second language acquisition; dialect development; language variation; and language disorders. The course examines connections between language acquisition and literacy development and variation in language use across speech communities. It also addresses research on language systems and functions, including sociopolitical and sociohistorical contexts as they relate to language and literacy in educational settings.

RDG 6333. Reading Specialist Capstone: Professionalism and Professional Development.

This course serves as a culminating experience for reading specialist candidates. Course content focuses on the roles and responsibilities of the reading specialist in the schools, including variations in the role based on elementary versus secondary settings. Students synthesize assessment data, literacy research, and state and national curricula, as well as the standards for reading specialists. They also analyze leadership and professional development research to develop strategies for coaching, co-teaching, and professional development focused on literacy assessment and instruction. Capstone students work in approved educational settings to demonstrate the roles of the reading specialist, including literacy teacher, interventionist, leader, and coach, in a 160-hour supervised internship. Prerequisites: Departmental Approval.

RDG 7301. Theory and Research of Literacy.

This course examines the theoretical and empirical foundations of literacy and literacy development with an emphasis on literacy in postsecondary contexts. Students investigate how learners construct meaning from text through various perspectives, including psychological, cognitive, sociocultural, psycholinguistic, and transactional theories, and use these varied literacy theories to inform research methodologies, instructional practices, and definitions of literacy. With an emphasis on historical shifts and key research-based frameworks within postsecondary literacy, course content supports students in the application of multiple lenses to literacy education in postsecondary educational contexts and settings.

RDG 7302. Theory and Research of College Basic Literacy.

This course critically examines the theory, research, and practice of basic literacy instruction within postsecondary contexts. Students analyze historical and contemporary curricular approaches to college literacy, with particular attention to their theoretical foundations and pedagogical implications. Emphasis is placed on the application of research-based instructional strategies that support college learners’ development in phonemic awareness, decoding, vocabulary, fluency, and comprehension. Through systematic analysis of scholarly and professional literature, students evaluate competing perspectives on basic college literacy and assess how basic literacy strategies can be integrated into college lesson plans in alignment with research-based practices. The course culminates in the design of integrative, evidence-driven frameworks that examine or evaluate curricular models for addressing foundational literacy development.

RDG 7303. Theory and Research of College Academic Literacy.

This course examines academic literacies in postsecondary contexts from cognitive, psycholinguistic, and sociocultural perspectives. Content includes academic, workplace, and multiliteracies and their influence on engagement with texts and tasks across educational and professional settings. The course addresses assessment of learners’ literacy strengths and needs and analysis of instructional frameworks related to vocabulary development, comprehension processes, and strategic reading across multiple text sources. It also examines contextual factors that influence academic literacy development and their implications for instructional planning and practice in postsecondary environments.

RDG 7304. Theory, Research, and Teaching of Literacy Development for Multilingual Learners.

This course examines scholarship from the fields of language acquisition, literacy studies, and education to analyze historical and contemporary issues in language and literacy teaching and learning. Students analyze and apply theories of language and literacy development to evaluate instructional practices and materials used with multilingual learners, including how these approaches address language awareness, literacy development, and the role of learners’ prior knowledge and experiences in academic settings. Prerequisite: RDG 7301 with a grade of a "B" or better.

RDG 7305. Theory and Research of Postsecondary Literacy Assessment.

This course examines literacy assessment theory, research, policy, and practice in postsecondary contexts. Content includes the nature of literacies required for college-level learning and a range of assessment instruments, including high-stakes, placement, diagnostic, classroom-based, and qualitative measures. Topics address accountability frameworks, standards-based curricula, assessment approaches in the literature, and principles of reliability, validity, and interpretation. The course also examines analysis of assessment tools and data and contemporary issues in postsecondary literacy assessment.

RDG 7306. Literacy Research Seminar.

This course explores research and policy papers in literacy and literacy education, with a focus on methodology, conclusions, and implications for future research. In this doctoral seminar, students discuss historical issues and current trends related to multiple facets of the field of postsecondary literacy, collaboratively agreed upon by students and the instructor. Through careful analysis of scholarly literature, discussion, presentations, and analytical activities, students explore the development of the field of postsecondary literacy and its contemporary applications.

RDG 7307D. Multimodal Critical Discourse Studies.

This course introduces multimodal critical discourse studies through examination of theoretical frameworks based on multimodal semiotics. Content includes analysis of relationships between language, visual elements, and social contexts using analytic approaches such as transitivity analysis, visual analysis, and multimodal metonymy and metaphor analysis. The course also examines representations of students, instructional practices, and postsecondary education in institutional and policy contexts. Emphasis is placed on the application of multimodal discourse analysis tools in research design within postsecondary settings.

RDG 7307F. Curriculum Design in Postsecondary Developmental Education.

This course explores the principles and processes of curriculum design and implementation in postsecondary contexts. Students examine relevant research, trends, and issues within the professional and scholarly literature to inform curriculum decision-making in college and university settings. Students build skills in assessing instructional needs, designing contextually responsive curricula, and examining factors that shape educational practice. Emphasis is placed on synthesizing the scholarly literature on college curriculum design and applied inquiry through investigations in curriculum planning, analysis, and assessment. Course content provides rigorous training for constructing curriculum frameworks and developing postsecondary curricula that align instructional goals, assessment strategies, and broader institutional priorities.

RDG 7371. Theory and Research of Postsecondary Integrated Reading and Writing Pedagogy.

This course examines theories, research, and pedagogical models that inform integrated reading and writing instruction in postsecondary contexts. Content includes historical and contemporary perspectives on academic literacies, with emphasis on the interaction of reading and writing processes. The course addresses interpretation of literacy performances and the selection of instructional strategies, materials, and programmatic models that build on learners’ existing literacies. It also examines how theoretical frameworks, disciplinary traditions, and policy contexts inform curriculum design and instructional planning, as well as the development of research frameworks related to integrated reading and writing pedagogy.

RDG 7372. Theory and Research of New Literacies Studies in Developmental Education.

This course focuses on the theory, research, and applications of New Literacies Studies in postsecondary developmental literacy. Content includes theories and models that conceptualize literacies as socioculturally mediated and connected to identity, discourse, and community participation. The course examines multiple literacies relevant to postsecondary education, including academic, workplace, community, and multimodal literacies. It also addresses the use of research in New Literacies Studies to inform instructional strategies and research design in postsecondary learning environments.

RDG 7373. Community Literacies.

This course focuses on exploring, understanding, refining, and reflecting on literacy as social practices within families and communities. Students investigate how family and community literacies inform research on curriculum and instruction for PK-16 school settings, adult literacy programs, and informal learning environments. Students examine scholarly literature related to literacy studies, composition and rhetoric, adult literacy, and multilingualism. Through the completion of a community service learning project, students explore research as a means to inform college literacy instruction and literacy education more broadly.

RDG 7374. Theory, Research and Practice of Disciplinary Literacy.

This course examines core principles of disciplinary literacies. Students analyze theory, research, and pedagogical practices related to literacies across academic disciplines, with attention to how these approaches are studied and applied in postsecondary contexts. Students read and evaluate empirical research, reports, policy documents, and related materials to examine the role, function, and documented outcomes of disciplinary literacy in higher education.