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Course Criteria
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Examines theoretical and research bases for content literacy instruction in the framework of English Language Arts/other subject matter Content Standards. Explores interrelationship of reading and writing as to the development of conceptual learning/higher-order thinking in all contents. Focuses on teacher role in curriculum, working with students with special needs, promoting lifelong learning. Describes methodologies, assessment, and best practices promoting meaningful reading and writing in a variety of purposes/texts. Includes technology/classroom application components. Requires: Graduate Status Typically Offered Fall, Spring
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Explores current trends and issues in literacy within a historical overview of the American educational system and comparison of educational systems worldview. Examines research related to differing philosophies and controversial issues in literacy and learning. Focuses on investigating local problems and issues in literacy and seeking viable solutions. Provides experience in researching a topic or issue and presenting the information in varying formats dependent upon the intended audience. Includes technology/school or community applications. Requires: Graduate status Typically Offered Summer Only
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Identifies contemporary/classic literature, authors, and nontraditional texts for children/young adults. Explores current trends, issues, themes in these fields and impact on schools. Examines theoretical/research bases for multiple text use and varied perspectives in promoting higher-order thinking and understanding how the author's words affects readers. Focuses on methodologies/best practices motivating learners to incorporate informational genre to enhance the learner's conceptual understanding in other curricular areas. Includes technology/classroom applications. Requires: Graduate Status Typically Offered Fall, Spring
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Identifies current principles of assessment/evaluation and how they inform/support literacy instruction. Examines assessment/evaluation techniques/practices based on research in literacy and language development. Describes aligning/assessment/instructi on in English Language Arts Standards and Benchmarks/school district curriculum. Focuses on selecting/creating formal/informal literacy assessment tools, administering/interpreting them, communicating results. Includes technology/classroom application components. Requires: Graduate Status Typically Offered Spring Only
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Examines nature/multiple causes of reading difficulties based on literacy research, language development, learning theories. Explores impact of social, cultural, emotional, physical, and environmental factors on students with reading difficulties. Identifies assessment principles/practices that inform and support literacy instruction. Focuses on methodologies, researchbased programs, and best practices for prevention, intervention, and remediation of reading difficulties at all grade levels. Emphasizes creating partnerships with parents, families. Includes technology and classroom application components. Requires: Graduate Status Typically Offered Spring, Summer
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Identifies theoretical/research bases for reading instruction at the elementary/middle levels. Examines local, state, national standards for reading in English Language Arts. Describes literacy development stages, balanced literacy instruction, experiences that support it. Focuses on current methodologies, best practices, and researchbased programs that foster literacy growth/enhance motivation to help children become lifelong readers. Explores informal assessment practices to support learner growth/meaningful development of multiple word identification, fluency, vocabulary, comprehension, and metacognitive strategies. Includes technology/classroom applications. Requires: Graduate Status Typically Offered Summer Only
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Examines theoretical/research bases for the integration of language arts/literature in all contents. Explores inquiry process/authentic uses of reading, writing, listening, speaking, viewing, and visually representing to enhance comprehension, study strategies, and highorder thinking. Focuses on providing learners with opportunities to respond personally, analytically, and critically to a variety of texts, including fiction, nonfiction, and non-traditional texts, as well as computers and other technology. Describes use of student-centered assessment tools. Includes technology/classroom application. Requires: Graduate Status Typically Offered Summer Only
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3.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 3 This course has a lecture with 3 hours. Provides overview of research on how differences among learners influence literacy development. Explores influence of factors on that development, including language, culture, intellect. Examines theoretical/research bases for developmentally appropriate learning environments fostering literacy growth. Focuses on methodologies, research-based programs, best practices promoting literacy and language development; examines interrelationship of assessment/instruction. Describes creating inclusive learning communities that promote literacy growth, respect for all learners, and family and community involvement. Involves technology/classroom applications. Requires: Graduate Status Typically Offered Summer Only
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1.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 1 Designed to allow students opportunity to engage in literacy, language arts and reading development, primarily in K-12 schools. This internship could encompass: a) Reading Recovery training; b) MLPP training; c) school district reading assessment programs. Designed to be separate from the normal teaching load in order to provide reading, literacy and language arts growth. Determination of appropriate internship placement and design will be made by the student and advisor. One credit equals 66 clock hours. Requires: Department approval and graduate status Typically Offered Fall, Spring, Summer
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1.00 Credits
College: College of Education-Human Ser Department: School of Education Dept Credit Hours: 1 Designed to allow students to participate in courses, workshops, and seminars offered by universities, colleges, technical societies, professional organizations, or business and industry to improve their Reading and Literacy teaching skills. The student will be required to write a scholarly paper on the workshops/seminars attended. One credit equals 15 clock hours. Requires: Department approval and graduate status Typically Offered Fall, Spring, Summer
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