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Graduate Course Proposal Form Submission Detail - RED7315
Tracking Number - 1502

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Current Status: Approved, Permanent Archive - 2010-09-02
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Was Pending Program Info; emailed 9/20/09; to GC 5/17/10; clarified that course is not required for program. GC approved 8/18/10. To SCNS 8/25/10. Approved, effective 10/1/2010. posted in banner

Detail Information

  1. Date & Time Submitted: 2009-09-03
  2. Department:
  3. College: ED
  4. Budget Account Number: 172100
  5. Contact Person: Jenifer Schneider
  6. Phone: 9743460
  7. Email:
  8. Prefix: RED
  9. Number: 7315
  10. Full Title: Survey of Literacy Research Methods
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Literacy Research Methods
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: Advanced Graduate Standing
  23. Corequisites: N/A
  24. Course Description: Students will survey current methods used in literacy research. Students will determine standards of quality and employ data collection and analysis techniques to address literacy research questions. Open to non-majors. Not repeatable for credit.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed as part of recent program/concentration/certificate change
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is required in the Ed.S. in Reading/Language Arts. Other programs may have students who are interested in the course, especially students with cognates in Reading/Language Arts. Doctoral students may also be interested.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D. in Reading, Literacy, Language, Literature, or other related fields. Research publications in refereed journals documenting the use of various literacy research methodological issues within literacy education.
  29. Objectives: 1. Read, evaluate, and discuss current research methodologies used to investigate literacy processes and products.

    2. Read, evaluate, and discuss exemplars that represent various methodologies.

    3. Design and conduct research using current literacy methodologies.

  30. Learning Outcomes: 1. Review and critique selected research articles. In addition to the readings in the text, students will review and critique additional research articles that represent the use of various literacy research methodologies.

    2. Methods Practice: Each week, the students will analyze and interpret real data using various methodological techniques used in literacy research.

    3. Pilot Rmethods.

  31. Major Topics: Case Study and Survey Research in Literacy Studies Correlational Designs in Literacy Studies Verbal Protocols and Discourse Analysis (Conversation and Text) in Literacy Studies Ethnographic Research in Literacy Studies Experimental and Quasi-Experimental Designs in Literacy Studies Formative and Design Experiments in Literacy Studies Historical Research in Literacy Studies Affective Instrumentation, Meta-Analysis, Neuro Imaging in Literacy Studies
  32. Textbooks: Duke, N. & Mallette, M. (Eds.) (2004). Literacy research methodologies. New York: Guilford Press.
  33. Course Readings, Online Resources, and Other Purchases: COURSE READINGS:

    Additional readings from literary research journals will be used to supplement the text. For example: Ivey,G.&Broaddus,(2007). A formative experiment investigating literacy engagement among adolescent Latina/o students just beginning to read, write, and speak English. Reading research Quarterly,42(4),512-545.

    Kim,J.& White,T.G. (2008). Scaffolding voluntary summer reading for children in grades 3 to5: An experimental study. Scientific Studies of Reading, 12(1),1-23.




    Supplementary readings will be selected from research journals in the field of Reading/Language Arts:

    Reading Research Quarterly

    Research in the Teaching of English

    Journal of Literacy Research

    Scientific Studies of Reading

    Written Communication

  34. Student Expectations/Requirements and Grading Policy: Students will be evaluated based on the quality of written work, the completion of readings, and consistent and thoughtful participation in class discussions. Student participation and accuracy in data analysis will be used to determine the extent to which reading assignments were completed and understood. Written assignments will be judged based on the quality of the writing, the rigor of the analysis, and the comprehensiveness of the content. Standard grammar, spelling, and punctuation are required on all written assignments. The following descriptions will be used to determine the course grade.


    A = 95-97

    A-= 92-94

    B+= 90-91

    B = 85-89

    B-= 82-84

    C+= 80-81

    C = 75-79

    C-= 72-74

    D+= 70-71

    D = 65-69

    D-= 62-64

    F = 61 or below

  35. Assignments, Exams and Tests: Week 1: Overview of Literacy Research Methodologies Learned Societies, and Publications

    Week 2: Applications of Case Study Designs in Literacy Studies

    Week 3: Applications of Correlational Designs in Literacy Studies

    Week 4: Applications of Discourse Analysis (Conversation) in Literacy Studies

    Week 5: Applications of Discourse Analysis (Text) in Literacy Studies

    Week 6: Applications of Ethnographic Research in Literacy Studies

    Week 7: Applications of Experimental and Quasi-Experimental Designs in Literacy Studies

    Week 8: Applications of Formative and Design Experiments in Literacy Studies

    Week 9: Applications of Historical Research in Literacy Studies

    Week 10: Applications of Affective Instrumentation in Literacy Studies

    Week 11: Applications of Meta-Analysis in Literacy Studies

    Week 12: Applications of Neuroimaging in Literacy Studies

    Week 13: Applications of Survey Research in Literacy Studies

    Week 14: Applications of Verbal Protocols in Literacy Research

    Week 15:Issues of Implementation and Analysis Across Methodologies

    Research Reviews are due weekly.

    Methods Practice sessions will be held weekly.

    The Pilot Research Project will be due Week 15.

  36. Attendance Policy: Attendance is expected. Students may miss two classes without penalty if they can demonstrate knowledge of the missed course content. Additional absences lower the course grade by one letter grade for each absence because the student will not participate in weekly data analysis sessions with colleagues. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
  37. Policy on Make-up Work: Any late work will be evaluated and one letter grade will be deducted. Late work will not be accepted more than one week past the due date. The University policy on academic integrity and plagiarism will be followed.
  38. Program This Course Supports: Educational Specialist in Reading/Language Arts
  39. Course Concurrence Information: This couse is optional for the Ed.S. program and could be used as part of the Ph.D. program in Reading/Language Arts. In addition, other advanced graduate students may use this course in their planned programs.

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