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Course Criteria
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1.00 - 3.00 Credits
Supplementary research conducted by an Honors student in an upper-division (or 300 or 400-level) course in which the student is enrolled. The research is related to a topic in the course, but in addition to the standard requirements of the course, the research should exhibit advanced inquiry or investigation into the topic. The Honors student earns 1, 2, or 3 credits in addition to the credits for the course itself. The number of additional credits depends on the amount and intensity of the supplementary research. Each department in the College of Liberal Arts & Sciences has a specific course number which uses the departmental prefix, but all courses will use a common number (398). The course title will read "Honors Supplementary Research" and will have a variable credit value from 1 to 3 credits, e.g. ENG 398 Honors Supplementary Research.
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3.00 Credits
Participants in this course will read and respond to scholarly research about reading. Specifically, the course will focus on developing an understanding of major theoretical and evidence-based foundations of reading and writing processes. Participants will learn how to critically review reading research and abstracts to develop a deep understanding of quality research methodology and findings. They will prepare reports that interpret widely used statistical data, reference bibliographies that reflect wide reading of scholarly research, and synthesize findings expressed in scholarly papers. All of these are vital to foundational knowledge and ethical dispositions of active reading professionals.
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3.00 Credits
This course provides an overview of the current research and best practices focusing on emergent to fluent readers within the balanced literacy framework. Components of effective literacy approaches, and decoding, comprehension and fluency strategies serve as the framework for the course. The course content addresses critical thinking, the reading-writing connection, and motivation as critical elements of effective literacy teaching. Digital literacy strategies will be infused into the content of the course. In addition, learners will explore cross disciplinary literacy expectations and will articulate the value of young readers' ability to analyze and create a high volume and range of print and non-print text.
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3.00 Credits
This course examines instructional approaches that support a balanced literacy curriculum for all writers with an extra emphasis on middle level learners. Critical thinking, motivation theory, writing instruction, writing in the disciplines, and "new literacies" will be studied within the framework of a balanced literacy model. The course also requires candidates to demonstrate knowledge of a wide variety of effective routines and instructional materials that will meet the English Language Arts needs of all learners, especially those responsive to diversity.
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3.00 Credits
This course will examine literacy instruction for students in grades nine through twelve. Theories and research that support best practices for addressing the literacy needs for this population will be a focus. Critical thinking, motivation, writing, comprehension, and 'new literacies' will be examined within the framework of a balanced literacy model. Special focus will be centered on the role of a reading specialist/literacy coach in supporting classroom teachers at the secondary level to implement differentiation for content literacy.
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3.00 Credits
Reading specialists/literacy coaches serve in many roles. This foundation level course focuses on the design and delivery of intensified literacy instruction by reading specialists. Evidence-based instructional designs, which focus on diagnostic data to craft daily lessons, are explored. The importance of motivation and scaffolded support for learning is stressed. Attention is also devoted to the selection of print and technological resources appropriate for struggling readers and writers, given situations of diverse socio-economic, cultural and linguistic diversity.
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3.00 Credits
This course focuses on the assessment of readers, with emphasis on the clinical, diagnostic use of the informal reading inventory. Candidates learn how to administer and interpret assessments and then synthesize data to describe readers' strengths and needs into a detailed case study report. The report includes recommendations to promote the student's growth in literacy.
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3.00 Credits
This course enables a prospective reading specialist/literacy coach to prepare for the leadership roles and responsibilities as a reading educator within the framework of a balanced literacy approach model. It provides an integration of theory and practical application, including structured field experiences related to the roles of the reading specialist/literacy coach to effectively develop co-teaching and co-planning strategies. Critical reflection combined with feedback from peers and practicing reading specialists are fundamental to the course. Field experiences preclude the course being taken concurrently with either of the other Application Level course EDU 574 Assessment of Reading: Clinical Practicum in Reading Diagnosis or EDU 579 Practicum in Literacy Instruction: Struggling Readers and Writers.
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3.00 Credits
In this course, reading/literacy specialist candidates, working with university graduate reading faculty, use diagnostic and formative assessments to design and implement evidence-based intensified instruction for a small group of struggling readers and writers. In addition, candidates will work within a school-based setting to develop the skills, dispositions, and knowledge to function as reading/literacy specialists, which include demonstrating leadership skills by researching and dispersing information about literacy pertinent to the school-based setting.
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3.00 Credits
In this course, reading specialists/literacy coach candidates, working with university graduate reading faculty, use diagnostic and formative assessments to design and implement evidence-based instruction and interventions for struggling readers and writers. Candidates work in teams at off-campus locations in collaboration with local school districts. In addition to practicing the skills of a reading specialist in a team module, candidates also develop the skills, dispositions, and knowledge to function as literacy coaches.
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