Course List

Classroom Reading Endorsement (P-12)

Graduate Certificate in Classroom Reading Endorsement (P-12) at the University of Louisville Online

To be considered for this endorsement, applicants must have a bachelor’s degree and initial teacher certification. Be sure to review all of the admission requirements on the Apply Now page.

This endorsement consists of 5 courses (2 in the fall semester, 2 in the spring semester and 1 course in the summer session) for a total of 15 credit hours. These courses include:

Course Code Course Title Term Prerequisites Credit Hours
EDAP 610 Literacy Research and Theory – 12 hours in education Fall -- 3
EDAP 636 Advanced Reading Methods P-12 Fall -- 3
EDAP 615 Measurement and Diagnosis of Literacy Spring EDAP 610 3
EDAP 678 Language Knowledge and Acquisition Spring -- 3
EDAP 642 Literacy Learning and Cultural Differences Summer/Fall -- 3
    Total Required Credits 15

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Course Descriptions

EDAP 610: Literacy Research and Theory

An advanced course in literacy, providing an intense analysis of current research and theories in the strategies of teaching literacy at the elementary, middle and high school levels.

Course Purpose:

This course is designed to provide the foundations for literacy instruction; that is, it will provide teachers of all grade levels with knowledge of current literacy research as well as past literacy research and the ability to use this research in designing, implementing, and evaluating strategies for literacy learning. For some students, this course will serve as an introduction to the field of literacy, while for others it may be more of a review. For this reason, the course will allow individuals to read/study in their area of interest.

EDAP 636: Advanced Reading Methods P-12

This course addresses knowledge and implementation of research-based reading methods appropriate for preschool through secondary students, with an emphasis on developing skillful and strategic lifelong readers. Concepts from the course will be applied in P-12 through required field experiences.

Course Purpose:

This course is designed for in-service teachers to refine their literacy teaching knowledge and skill. The focus will be on strategies to teach foundational reading concepts, with special emphasis on comprehension instruction.

EDAP 615: Measurement and Diagnosis of Literacy

An introduction to diagnostic concepts in reading, with an emphasis on screening instruments, materials, and tutoring procedures. Prerequisite: EDAP 610.

Course Purpose:

This course is designed for in-service teachers to refine their literacy teaching knowledge and skill. The focus will be on assessment and diagnosis of literacy knowledge and difficulties.

EDAP 678: Language Knowledge and Acquisition

Addresses teacher mastery of structure of the English language and alphabetic writing system, and knowledge of language acquisition to help diverse learners learn to read and write.

Course Purpose:

This course is designed to prepare in-service teachers to provide theoretically sound literacy instruction that supports the diverse needs of readers and writers through grade 12. The course will focus on the principles of language acquisition and mastery of structural language elements (i.e., phonemes, syllables, morphemes), the way they are represented in print, and how children learn them within a comprehensive literacy environment.

EDAP 642: Literacy Learning and Cultural Differences

Explores the current knowledge base and theoretical frameworks used to explain differential achievement rates between students of diverse cultural, ethnic, and linguistic backgrounds.

Course Purpose:

This course will examine assumptions considering students, race, class, and culture and students will study major concepts (racism, classism, etc.) to explore multiple perspectives. The course will extend the principles of teaching and learning to include a new perspective on teaching students from diverse cultural and linguistic backgrounds. A major focus of the course will be to prepare P-12 classroom teachers for working effectively with diverse student populations in literacy learning using culturally responsive instructional practices.

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