Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education


ED 588: Early Language & Literacy Development (3 cr)
Summer 2011: 06/20/11 - 08/12/11

Dr. Erin Wilder, Southern Oregon University

This course is designed to give pre-service teachers and early childhood educators a foundational knowledge of the developmental stages of children in acquiring literacy skills, exploring literacy theories, and effective practices in teaching the values of literacy to children from birth to 4th grade. Course participants will read up-to-date research on literacy; explore how literacy is taught in early childhood education centers; and through hands-on learning activities will become knowledgeable and skilled in the basics of early childhood literacy. Students will also be expected to evaluate and explore the role literacy plays in their own lives and the impact this has on their teaching.
PREREQUISITES There are no required prerequisites for this course. However, learners are assumed to be teachers with access to or experience with pK-12 students.
Readings from textbook and Internet with postings to discussion board; research paper; culminating project.
STANDARDS This course supports the following International Reading Association's 2010 Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write.
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
Upon successful completion of this course participants will be able to:
  1. Identify, create, and communicate the importance of effective literacy practices in class discussions, written assignments, and early childhood classrooms.
  2. Engage in course projects that reflect the use of assessments to guide teacher instruction in literacy.
  3. Reflect on their own literacy lives and apply their own practices in literacy to the classroom in course assignments and class discussions.
  4. Demonstrate a thorough understanding of the course readings through weekly written reflection papers, in class collaborative group work, and course projects.
  5. Develop literacy curriculum that is differentiated and can meet the diverse social, cultural, and developmental needs of all students.
  6. Promote professionalism through working collaboratively with other students.
  7. Complete a research project that demonstrates a strong understanding of literacy development in young children.
CORE/ELECTIVE This graduate course can be used as 3 core credits in the Foundations or Strategies & Methods thematic areas in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.
INSTRUCTOR Dr. Erin Wilder, Assistant Professor in Education, Southern Oregon University. Wilder's areas of specialization include educational leadership, equity in education, literacy development, early childhood socio-emotional and academic development, and integrating technology into the classroom. Five years teaching K-3; four years teaching at university level. (BA, University of Washington; MA, Ed.D., Seattle University)
K-12 teachers interested in the literacy development of children from pre-school through 4th grade.
Students should expect to spend 9-12 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
TEXTBOOK A textbook is required for this course. Check with the university offering the course for the title.
COST No course in the ReadOregon curriculum costs more than $359 per credit.
CONTACT For more details on this course, please contact Dr. Wilder at or Angela Huftill at

For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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