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Course Criteria
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3.00 Credits
Examines research on the development of K-12 students' spelling and writing, especially narrative and expository writing. Provides a foundation in instructional strategies and curricular organizations based on this research. Topics include developmental spelling, reading-writing connections, word processors and other technology, conventions of standard American English, assessment of students' writing, and implementation of lessons plans in-class. Prerequisite: Graduate student status.
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3.00 Credits
Examines major theories and research on language development, cognition, and learning. Studies the relationships of linguistic differences and social, cultural, and environmental factors to language and literacy development. Prerequisite: Graduate student status.
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3.00 Credits
Provides a foundation in models and theories of reading process and current issues in reading instruction. Investigates research on developmental reading practices with varied populations, including special needs and linguistically and culturally diverse students. Develops teachers' ability to read, discuss, and write about reading research and to connect that research to their own classrooms. Prerequisites: Three hours in undergraduate reading methods and graduate student status.
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3.00 Credits
Explores instructional practices that facilitate learning with content area texts. Identifies strategies for vocabulary and concept development, comprehending difficult text, and writing to enhance understanding of content materials. Includes assessment practices which can provide a basis for instructional decisions in content area teaching. Technology intensive course that requires the use of Internet research, a listserv, online instructional materials, and electronic learning logs. Prerequisites: Three hours in reading and graduate student status.
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3.00 Credits
Study of literature reflecting the culture, experiences, and contributions of distinct cultural and ethnic groups, as well as other literature for enhancing content area learning across the K-12 curriculum. Prerequisite: Graduate student status.
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3.00 Credits
Emphasizes the application of knowledge of theory and research to the selection of appropriate standardized and informal diagnostics in analyzing, administering, scoring, and interpreting diagnostic measures. Preparation of a diagnostic case study is required. Prerequisites: A grade of "B"or better in READ820, READ821, and READ822, and either READ819 or READ823, two years of teaching experience, and candidacy.
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3.00 Credits
Focuses on the development of instructional strategies and selection of materials for individuals who have moderate to severe reading problems. Emphasizes adapting instruction to the interests and needs of students with exceptionalities and includes strategies for assisting students with linguistic and cultural differences. Requires preparation of a remediation case study. Prerequisites: A grade of "B" or better inREAD823 and READ824.
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3.00 Credits
Provides a supervised clinical experience in assessing and remediating the reading difficulties of students. Continues exploration of adaptations appropriate for students with cultural and linguistic differences, as well as those necessary for students with exceptionalities. Prerequisites: A grade of "B" or better in READ819 and READ825.
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3.00 Credits
Provides a supervised clinical experience in assessing and remediating the reading difficulties of students. Continues exploration of adaptations appropriate for students with cultural and linguistic differences, as well as those necessary for students with exceptionalities. Prerequisites: A grade of "B" or better in READ819 and READ825.
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3.00 Credits
In-depth study of selected literacy problems. Emphasizes evaluation of research findings and application of research methods to the study of classroom, school, and community literacy issues. Prerequisites: Completion of 24 hours in the M.A. in Reading, and earned a Pass on the ICTS Exam (176 Reading Specialist) and/or the program comprehensive exam.
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