This is a reading course for students who need assistance in developing college level reading skills. Emphasis will be on improving reading comprehension, critical reasoning skills, recognition of the organization of ideas in written material, study skills and vocabulary development. The Higher Education Assessment (THEA) reading skills will be covered.
This course explores theories of early language and literacy development of children. Course content addresses language development and literacy concepts essential for pre-reading areas, such as phonemic awareness, oral language development, listening comprehension development, and alphabetic knowledge. The course explores ways educators can enhance language and literacy concepts utilizing art, music, and drama. READ 3310 emphasizes development of emergent literacy skills that lead to literacy skills taught in READ 3320.
The purpose of this course is to provide the preservice teacher with a solid foundation for effective literacy instruction. This course will review research-based teaching strategies, instructional materials for phonics, vocabulary, fluency, and comprehension will as methods and assessments for efficacious literacy instruction. The primary focus of course content will be on core (tier 1) classroom instruction with discussions of differentiated instruction and frameworks for responsive intervention also addressed. The targeted grade levels for this course are third through sixth grade.
This course will emphasize materials, methods, and beliefs for teaching reading in grades 4-8. Components of the course will include but not be limited to the five pillars of reading instruction identified by the National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
This course is an introduction to utilizing formal and informal reading assessments and intervention strategies in a classroom setting. Students will administer assessments in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students will then select and adapt appropriate scientifically proven instructional strategies, based upon assessment results, for working with readers of varying abilities and implement these through actual lessons.
This course focuses on recent issues, materials, methods, and strategies considerred essential for effective reading instruction in the elementary school content areas. Components of the course will include comprehension strategies, vocabulary development, reading-writing connections, and word study. The course will also include but not be limited to the five pillars of reading instruction identified by the National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
The skills required of secondary students to deal with subject matter in the various content areas are presented. In addition, developmental and corrective processes that incorporate the identification and remediation of dyslexia and other reading disorders are presented.
This course focuses on planning, developing, selecting, and organizing reading materials for secondary reading instruction.
Prerequisite: READ 3353.
Various software packages that have been developed for providing initial and tutorial instruction in the language arts are presented. In addition, instructional techniques for using these packages are covered.
Provides students with an understanding of children's and adolescent literature. Included in the class is the reading and study of literature and how to promote reading of literature in the schools. Extensive reading is required.
The emphasis is on instructional approaches supported by current theory and research and supervised implementation in a school setting. Attention is given to word study, comprehension, critical reading and reasoning, and reading-writing connections. Components of the course will include but not be limited to the five pillars of reading instruction identified by the National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
The culminating experience for those students working toward a specialization in reading. Students are provided supervised experience in field-based activities, in addition to on‑campus activities.
Programs will be designed for individual cases through special permission of the Department Chair and Dean. May be repeated for credit when the topic varies.