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Course Criteria
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1.00 - 3.00 Credits
1-3 semester hours
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1.00 - 4.00 Credits
1-4 semester hours
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0.00 - 5.00 Credits
and Language This course provides firsthand experience in applying theoretical and practical knowledge relating to literacy development. Participants are assigned to an individual student or small group of students in a clinical, classroom or other instructional setting and are mentored in the design, implementation and evaluation of appropriate literacy instruction. 0-5 quarter hours
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12.00 Credits
Introduces key issues in reading research and instruction K-12. Students become familiar with materials, develop theoretically sound, research based instructional strategies and the understanding of how these materials are grounded within a developmental framework. Students are also involved in selfreflection and the development of a critical stance with respect to controversial issues in literacy education. Required for K-9 certification. 2 semester hours
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3.00 Credits
This course introduces theoretical orientations to reading processes as well as methods and materials for teaching beginning reading. The course emphasizes methods for assessing and teaching that capitalize on the spoken language competence and facets of early literacy children bring with them to school. Phonemic awareness and phonics are considered within the framework of a comprehensive, contextually-based approach to teaching reading. Oral language development, developmental spelling, stages of early writing, fluency, comprehension, and vocabulary development are also considered. Instructional approaches for learners of diverse cultures, languages, and learning styles are introduced including guided reading. Prerequisite(s): Basic reading methods course or RLR500; alternative prerequisite for Early Childhood students only, ECE501 or consent of instructor. 3 semester hours
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3.00 Credits
This course introduces theories and models of comprehension and implications of these constructs for the teaching of reading comprehension and content reading across grades 1-12 in classrooms containing students of diverse languages, cultures and learning styles. It develops familiarity with issues related to questioning, text structures, metacognitive monitoring, and guided reading strategies. It examines teaching methods that develop strategic reading of both narrative and informational texts and the importance of writing and oral language in the development of active comprehension strategies. Prerequisite: Basic reading methods course or RLR500 or consent of instructor. 3 semester hours COURSE DESCRIPTIONS 320 NATIONAL COLLEGE OF EDUCATION
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3.00 Credits
This course focuses on the development of mature reading, particularly reading to learn from expository text materials and the development of study skills. Teaching methods that develop strategic reading of informational texts and the assimilation and accommodation of new ideas will be explored. The ways that middle and secondary schools can best provide such reading instruction across the curriculum will be considered. Prerequisite: Basic undergraduate or graduate reading methods course or RLR500. 3 semester hours
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3.00 Credits
This course focuses on the literacy instruction of children of diverse linguistic backgrounds (K-9) in all types of classrooms. Students will become familiar with biliterate (including native language) and second language (L2) reading and language arts processes, curricular materials, instructional practices and strategies, and assessments through analysis of research literature and participation in experiential activities. Students will also be involved in the development of a critical stance toward controversial issues involving biliteracy and the reading and language arts curriculum. Course may be repeated for a maximum of three semester hours. Prerequisite(s): Basic undergraduate or graduate reading methods course or RLR500. 1-3 semester hours
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3.00 Credits
This course introduces a framework for understanding reading difficulty and its assessment and diagnosis. Participants learn how to administer and interpret literacy assessments and use other diagnostic techniques with diverse populations in order to identify reading levels and areas of instructional focus, and communicate this in professional reports. Advantages and limitations of standardized reading tests and other assessment devices are also considered along with diagnostic options within the school team including those used in special education. Participants research issues and assessments using library and technological tools and are required to locate primary, elementary, middle and secondary students for assessment administration. Prerequisites: RLR501 and RLR502 or equivalent graduate courses, or consent of instructor. This course assumes knowledge of developmental spelling and its assessment, running records, miscue analysis, and comprehension probes including questioning, retelling, and think alouds. 3 semester hours
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3.00 Credits
This course introduces a theoretical perspective on instruction and teaching techniques to use with readers experiencing difficulty (grades 1 through 12). A series of case studies (students at different reading ability levels) are presented and analyzed during the course. Additional attention is given to readers for whom English is a second language and for diversity of culture and learning style. Based on initial diagnostic information, a teaching program is planned and hypothetically carried out, with careful attention being given to specific teaching strategies and the sequencing of instruction over time and the development of a strategic, constructive model of learning. Prerequisites: RLR501, RLR502, RLW541, RLL520/528, RLR510 and admission to the Reading Program or consent of program director. 3 semester hours
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