|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
This basic skills course helps students whose reading skills need improvement in order to cope with the demands of college course work. Instruction in the full semester course emphasizes vocabulary, comprehension and study skills. This course is not counted toward graduation. It is a required course for entering students who do not pass the Rowan University Basic Skills competency requirement in Reading.
-
3.00 Credits
This course will provide students with historical and cultural perspective of how and why people acquire and use literacy to meet personal and societal needs. By viewing literacy through different lenses students will acquire an understanding of the interrelationship of language, thought, and social practice.
-
3.00 Credits
Prerequisites: READ 30120 and EDUC 01272 or PHED 35286 or EDUC 01282 or EDUC 01284 A basic understanding of the reading process and its relationship to the other language arts is the focus of this course. Topics pertaining to reading/writing instruction in grades K-12, ranging from emergent literacy to comprehension of narrative and expository discourse are covered. There is an emphasis on strategies for developing phonemic awareness, word recognition skills, fluency, vocabulary, and comprehension through various instructional settings and across all curricular areas. The importance of literature-enrichment activities and making curricular connections is highlighted. Field component is required.
-
4.00 Credits
Corequisites: ECED 23320 Prerequisites: ECED 23221 Students will develop an understanding of five phases of Literacy: Awareness and Exploration; Experimental Reading and Writing; Early Reading and Writing; Transitional Reading and Writing; Independent and Productive Reading and Writing. Students will learn how to integrate literacy across all curricula in the forms of reading, writing speaking, listening, and viewing. They will be able to identify, assess, adapt and implement a variety of strategies that take into account children with special needs. Further, the students will be able to recognize the impact of cultural, linguistic, and other diversities that have the potential to affect engagement in literacy learning by identifying and utilizing strategies for inclusion. In addition, students will also identify strategies to expose children to other languages through the use of functional phrases for social interaction and inclusiveness. This course will require frequent field visits in a variety of settings.
-
3.00 Credits
Prerequisites: READ 30280 or REED 30280 This course prepares prospective teachers to blend evidence-based phonemic awareness, phonics, word identification, and spelling instruction strategically into an integrated language arts approach to teaching literacy. Major topics include the development of children's phonic/spelling knowledge; what teachers should know about language; informal techniques to assess children's early literacy, word identification, and spelling understandings; systematic and meaningfully applied instruction to meet development, cultural, and linguistic differences; and communicating with parents and professionals about phonics and/or spelling.
-
3.00 Credits
Prerequisites: REED 30280 or READ 30280 This course prepares prospective teachers to integrate reading and writing in a language arts program through the use of book selections that reflect quality writing in the genres typically found in children's literature. The course will provide students with sufficient background and knowledge in children's literature so that they may teach reading by using trade books, emphasizing process writing and developing thematic units. Language, literacy, and learning will be enhanced by integrating children's literature across the curriculum.
-
2.00 Credits
Corequisites: ELEM 02338 This course prepares teacher candidates to provide differentiated literacy instruction in diverse classrooms with a wide range of developmental levels, instructional needs, interests, and backgrounds. Teacher candidates will learn how to select, administer, and analyze various assessment tools to inform instruction. Field experience is required.
-
3.00 Credits
Prerequisites: READ 30351 and COMP 01112 and READ 30347 In this course, students learn to teach struggling readers by applying their knowledge of literacy instruction learned in prerequisite coursework. They use assessments and observations to identify students' reading levels. Students are required to use on-going diagnostic teaching techniques to plan, teach, and adjust instruction according to the needs and interests of struggling learners. Process writing is used throughout.
-
3.00 Credits
Prerequisites: READ 30421 or READ 30350 Students in this course apply diagnostic, reflective teaching procedures in order to teach struggling readers in a clinical setting. They select materials and instructional strategies that meet the specific needs of the child. Emphasis is placed on on-going, diagnostic teaching that integrates the language arts in instruction that adjusts to the needs and interests of struggling readers. Students will conduct informal reading assessments at the end of the clinic session in order to write a formal report that includes assessment data; students' strengths and needs; and recommendations to parents, classroom teachers, and future tutors for further instruction.
-
3.00 Credits
This course examines current developments related to reading instruction. It is suitable for students who have experience working in a school. Emphasis is given to effective practices related to teaching reading. Specific topics are selected by the instructor and students. Examples include: reading in vocational programs, interrelating language arts instruction, evaluating software, managing reading instruction, etc. This course may not be offered annually.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|