Dr. Louisa Moats
Advance your teaching skills and foster enhanced literacy development in students of all levels with the Concentration in Louisa Moats Literacy Instruction from American College of Education. This literacy concentration prepares teachers with the foundational knowledge to nurture young readers, meet the challenges of different learning styles, and prepare for the new Common Core State Standards in literacy. The concentration is based on LETRS® (Language Essentials for Teachers of Reading and Spelling), developed by literacy expert Louisa C. Moats, Ed.D.
With this three-course sequence, educators learn effective strategies in teaching reading and spelling grounded in scientific theory and research. They will be prepared to apply the essential components of vocabulary, fluency and comprehension to lesson plans, classroom instruction and critical one-on-one studies.
The Louisa Moats Literacy Instruction courses may be taken as a three-course concentration or individually for graduate credit. The concentration courses must be taken in sequence.
The first course in the Louisa Moats Literacy Instruction program is for educators who are beginning to implement the components and principles of reading instruction that is grounded in science-based reading research (SBRR). The interdependence of language, reading, and writing is emphasized as each of the five essential components of reading (phoneme awareness, phonics, fluency, vocabulary, and comprehension) is explored. At the conclusion of this course, educators will be prepared to implement instructional programs grounded in reading research, use assessments that measure students' skills in the essential components, and adjust their teaching in accordance with diverse student needs.
The second course in the Louisa Moats Literacy Instruction program prepares educators to teach the foundational reading and language skills enumerated in the Common Core State Standards (CCSS) and to teach students who are struggling with literacy acquisition within a Response to Intervention (RTI) framework. The course combines the study of English language structure with information about research-based instruction. Techniques for teaching these structures in language are modeled and practiced.
The final course in the Louisa Moats Literacy Instruction program assists educators to understand and apply research-based information about three of the "essential components" of reading instruction: vocabulary, fluency, and comprehension. It prepares educators to teach "close reading" of literary and informational text as enumerated in the Common Core State Standards (CCSS) and to address additional Language Foundations standards beyond those addressed in CI572: Literacy Instruction.
When the Concentration in Louisa Moats Literacy Instruction is taken in conjunction with a Master of Education in Curriculum and Instruction, the following courses round out the degree program.
Through classroom application of course content, this course provides students with substantial practical experience as they master and implement preventive and positive classroom management strategies. In addition, students acquire both theoretical and practical knowledge about the relationships between school-wide systems and behavioral development, learning and achievement among students with diverse needs. View Course Intro Video
This course develops competencies in utilizing formative and summative assessment practices and data to inform and guide curriculum development and instruction. Classroom and school-based assessment tools provide teachers with the knowledge and skills required to meet the needs of diverse learners. Embracing assessment is the first step towards "data-based" decision-making in education. View Course Intro Video
This course enables students to become informed consumers of educational research and to develop skills that prepare them to carry out action research in their schools and classrooms. An emphasis is placed on providing students with knowledge that they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. Throughout the course, students identify the elements that scientifically-based research and action research share. Emphasis is placed on how research can become a vital and relevant tool for teachers and school leaders. View Course Intro Video
This course prepares students to implement a school-wide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of reading instruction are evaluated in relation to currently employed practice so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy. View Course Intro Video
This course explores the critical roles teachers play in decision making through the perspective of multiple stakeholders. Learners engage in leadership interactions to develop problem solving skills and the ability to become change agents for continuous school improvement. View Course Intro Video
This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools. View Course Intro Video
This course examines the use of computer technology for managing 21st century classrooms and providing differentiated instructions to 21st century learners. Learners will evaluate their own use and their school district's use of technology and develop action plans for integration and change. View Course Intro Video
This course assists students in developing rigorous, appropriate curriculum and instruction. Multiculturalism, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, students plan, evaluate, reflect on, and adapt curricula experiences that build successful learning environments for all learners including English language learners. View Course Intro Video
This course prepares teachers to establish high expectations for all students and to effectively evaluate and implement theories of motivation and cognitive engagement in classroom learning. Emphasis will be placed on different theories of motivation and how classroom, school, work, and social environments shape and influence student motivation. View Course Intro Video
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Curriculum and Instruction program.