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Course Criteria
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3.00 Credits
This course leads secondary teachers to develop a concept of reading as an active, meaning-seeking process and a workable, fundamental part of content area learning. Preservice teachers use knowledge of reading processes to plan instruction in the classroom, learn strategies for organizing and evaluating reading material, learn strategies for facilitating reading comprehension and concept development through specific text materials, and learn research-based, practical strategies for helping pupils develop confidence, awareness, and control in applying themselves independently to the demands of reading tasks in all content areas. Included within the course is a ten-hour reading tutorial which provides preservice teachers experience working one-one-one with a secondary pupil. (Fall - Spring). Corequisites: EDU372, EDU395.
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1.00 - 15.00 Credits
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
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3.00 Credits
A study in the use of trade books in reading and literature programs in the classroom. Development and application of criteria used in selecting books for content areas. An exploration of the interrelationship of children's needs, interests, cultural backgrounds, attitudes, and reading behaviors. (Summer, Fall, Winter). Liberal arts. Prerequisite: EDR315 or EDR318.
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1.00 - 15.00 Credits
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean. (Spring).
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3.00 Credits
Analysis and exploration of topics including: theories, process, and models of reading and writing; emergent literacy; knowledge of language, graphophonic system, metacognition, vocabulary, fluency, and comprehension; formal and informal assessment. Focus on multiple, integrated, relevant, problem-solving instructional strategies adapted to the specific needs and interests of individuals as they develop their literacy skills in a wide range of grade levels. (Spring, Fall). Prerequisite: education majors.
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3.00 Credits
Current theory, practice and emerging research. Variable topics reflecting current issues in the field of reading education. (Spring, Fall, Summer).
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3.00 Credits
Students will experience and analyze writing as a process and the teaching of writing as a process with attention to: writing as a craft; organizing students for engaging in writing workshop (whole class, small group, one-to-one instruction); the connections between reading and writing; writing across content areas; writing across genres; various ways to assess writing to inform instruction. (Fall, Spring, Summer).
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3.00 Credits
A conceptual framework for educators in their roles as producers and consumers of research. The basic concepts and principles important to understanding research, especially in literacy education, will be introduced. The focus will be on sensitizing educators to caveats and ethical issues by developing abilities to frame, analyze, evaluate, and critique research. The participants will learn about the real world of research by designing a research study and will be introduced to the two fundamental research paradigms: quantitative and qualitative. (Summer, Fall). Prerequisite(s): enrollment in the M.S.Ed. Literacy Program or POI.
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2.00 Credits
Theories and models of literacy assessment, both formal and informal, will be presented to candidates with an emphasis on putting theoretical models into practice in authentic settings. Assessment of reading and writing skills and strategies will provide the framework needed for candidates to both administer assessments and then use the information gleaned from the data to provide appropriate instruction for P-12 students. (Spring). Corequisite: EDR511 or EDR512 Prerequisite: enrollment in M.S.Ed. Literacy program; EDR507 or EDU513 or EDR522.
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3.00 Credits
In this course, candidates develop an understanding of fundamental aspects of literacy and concepts of reading and writing as active, meaning-seeking processes. Study of theories of literacy development, scope and sequence of skills, individual differences, the relationship of language and cognitive development to literacy development, motivation and other factors that affect literacy behaviors from Birth-Grade 6. Exploration of high-quality, research-based literacy programs, including literature-based curriculum and instruction and pragmatic experiences converting theory to practice. Includes 10 hours of supervised practica with students PreK-Grade 6. (Spring). Corequisite: EDR509. Prerequisites: Enrollment in M.S.Ed. Literacy program, EDR501, EDR514, and either EDR507 or EDU513.
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