Reading - Course Description

READ 6300: Foundations of Reading and Writing (3 credit hours)

The elements of emergent literacy: phonemic awareness, phonics, vocabulary development, fluency, and comprehension, are explored. Assessment techniques and the reading/writing needs of all learners, including the exceptional and culturally diverse are also examined. Research based approaches, practices and materials are emphasized, as well as the importance of professional development, modeling, and leadership.

READ 6310:  Teaching Reading to Special and At-Risk Learners (3 credit hours)

A study of the cause of reading difficulties and procedures used to support students with reading difficulties, emphasizing those with learning disabilities, behavior disorders and mental impairments. Approaches reading difficulty from a holistic view. Attention is given to assessment strategies and remedial procedures for correction. Clinical hours are required.

READ 6310L: Teaching Reading to Special and At-Risk Learners Lab (0 credit hours)

Students will register concurrently for both READ 6310 and this READ 6310 Lab. The lab section of the course connects course participants with the Clinical Placement Office for placement and clinical evaluation. This lab is for paperwork to the Clinical Placement Office only.

READ 6315: Teaching Content Area Literacy (3 credit hours)

This course focuses on literacy in the content-area subjects. The importance of reading and writing literacy in the content areas is emphasized as well as the integration of literacy into a variety of instructional areas. The development of speaking and listening skills is also included as a part of literacy development. A variety of literacy strategies and skills is presented and examined. Approaches for developing and applying these strategies in various subject-matter areas are explored. 

READ 6320: Psychological, Sociological, and Linguistic Factors in Reading and Writing Ability (3 credit hours)

This course provides an overview of the psychological and social factors that affect reading ability. Focusing on reading as a linguistic process, the course helps teachers understand how cognitive processes, motivational factors, and brain mechanisms interact to contribute to success in reading. 

READ 6360: Literature and Response (3 credit hours)

Examines literature for children and adolescents and their responses to it. Students investigate the types of, and influences upon, response patterns such as motor, oral, written, and expressive-art. Students will learn to use authentic assessment of the various responses. Literature in all genres will be read (PR: READ 6320).

READ 6330: Diagnosis and Correction of Reading and Writing Difficulties: Reading Practicum I (3 credit hours)

Interpreting psychological, sociological, and educational factors affecting the reading process. A case study will be developed for identifying and analyzing reading disabilities (Co-requisite: READ 6330L and READ 6340).

READ 6330L: Diagnosis and Correction of Reading and Writing Difficulties Practicum I Lab (0 credit hours)

This semester-long clinical accompanies READ 6330 Diagnosis and Correction of Reading and Writing Difficulties Practicum I and must be completed in a public school setting. Students will be placed or approved for placement at the appropriate grade levels with students who have reading and writing difficulties. Experiences include development of a portfolio, a collection of artifacts and assignments related to work with school-aged student who struggles with reading (Co-requisite: READ 6330 and READ 6340).

READ 6340: Literacy Coaching and Professional Development Practicum II  (3 credit hours)

Focuses on procedures and materials for correction of reading difficulties, evaluation of pupil progress, and differentiation of instructional techniques.  Co-requisite READ 6330.

READ 6370: Administration and Supervision of Reading/Writing Programs (3 credit hours)

This course provides an overview of the challenges that reading specialists face in their roles as administrators and supervisors of reading/writing programs. Students will come away from this course with guidelines and tools that will help ensure the creation and implementation of strong reading programs at the classroom, school, and district levels.