RLR - Reading and Language, Reading

Introduces key issues in reading research and instruction K-12. Students become familiar with materials, develop theoretically sound, research based instructional strategies and the understanding of how these materials are grounded within a developmental framework. Students are also involved in self-reflection and the development of a critical stance with respect to controversial issues in literacy education. Required for K-9 certification. 2 semester hours

This course introduces theoretical orientations to reading processes as well as methods and materials for teaching beginning reading. The course emphasizes methods for assessing and teaching that capitalize on the spoken language competence and facets of early literacy children bring with them to school. Phonemic awareness and phonics are considered within the framework of a comprehensive, contextually-based approach to teaching reading. Oral language development, developmental spelling, stages of early writing, fluency, comprehension, and vocabulary development are also considered. Instructional approaches for learners of diverse cultures, languages, and learning styles are introduced including guided reading. Prerequisite(s): Basic reading methods course or RLR500. 3 semester hours

This course introduces theories and models of comprehension and implications of these constructs for the teaching of reading comprehension and content reading across grades 1-12 in classrooms containing students of diverse languages, cultures and learning styles. It develops familiarity with issues related to questioning, text structures, metacognitive monitoring, and guided reading strategies. It examines teaching methods that develop strategic reading of both narrative and informational texts and the importance of writing and oral language in the development of active comprehension strategies. Prerequisite: Basic reading methods course or RLR500 or consent of instructor. 3 semester hours

Candidates in this course will focus on the development of mature reading for their students, particularly reading to learn from expository text materials, digital texts and other media. The course also centers on teaching methods that develop strategic reading of informational texts, together with research and study skills. The ways that middle and secondary schools can best provide such reading instruction across the curriculum will be considered. 3 semester hours Prerequisite(s): An undergraduate or graduate literacy methods course such as RLL480A, RLL538/539 or consent of instructor.

This course focuses on the literacy instruction of children of diverse linguistic backgrounds (K-9) in all types of classrooms. Students will become familiar with biliterate (including native language) and second language (L2) reading and language arts processes, curricular materials, instructional practices and strategies, and assessments through analysis of research literature and participation in experiential activities. Students will also be involved in the development of a critical stance toward controversial issues involving biliteracy and the reading and language arts curriculum. Course may be repeated for a maximum of three semester hours. Prerequisite(s): Basic undergraduate or graduate reading methods course or RLR500. 1-3 semester hours

This course introduces a framework for understanding reading difficulty and its assessment and diagnosis. Participants learn how to administer and interpret literacy assessments and use other diagnostic techniques with diverse populations in order to identify reading levels and areas of instructional focus, and communicate this in professional reports. Advantages and limitations of standardized reading tests and other assessment devices are also considered along with diagnostic options within the school team including those used in special education. Participants research issues and assessments using library and technological tools and are required to locate primary, elementary, middle and secondary students for assessment administration. Prerequisites: RLR501 and RLR502 or equivalent graduate courses, or consent of instructor. This course assumes knowledge of developmental spelling and its assessment, running records, miscue analysis, and comprehension probes including questioning, retelling, and think alouds. 3 semester hours

This course introduces theoretical and practical perspectives on instruction and teaching techniques to use with readers experiencing difficulty (grades 1 through 12). A series of case studies (students at different reading ability levels) are presented and analyzed during the course. Additional attention is given to readers for whom English is a second language and for diversity of culture and learning style. Based on initial diagnostic information, a teaching program is planned and hypothetically carried out, with careful attention being given to specific teaching strategies and the sequencing of instruction over time and the development of a strategic, constructive model of learning. Prerequisite(s): RLR501, RLR502, RLW541, RLL520 (or RLL528), RLR510 and admission to the Reading Program or consent of program director. 3 semester hours

This course focuses on the development of reading, writing, and oral language at the middle level with particular attention to the range of reading and writing tasks, purposes and strategies for learning, the role of talk and discussion, and expectations found across the middle school curriculum. Constructing meaning from both expository and narrative materials in all content courses is central to this course. Emphasis includes both (1) what the learner must know and be able to do and (2) what the teacher's instructional role should be in motivating and scaffolding students' meaning making, self-reflection and critical thinking. Prerequisites: Basic reading course for certification or RLR500. 3 semester hours

The responsibilities of the reading specialist and supervisor are described and examined with an emphasis on leadership in the development and monitoring of reading and writing programs. Standards testing and evaluation, program improvement, professional development, materials selection, collaboration of specialists, and community-professional relations will be addressed. Students examine their own leadership patterns and strengths and develop a vision for how to serve as instructional team members and school leaders. Prerequisites: RLR592A and RLR592B or consent of instructor. 3 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

On-the-job experience with a counterpart to explore the variety of roles required of reading specialists including supervised responsibility for diagnosis, small group instruction in a curriculum setting, and work on a school team. 1-4 semester hours

An in-depth, organized exploration of some aspect of reading education in an area or location removed from the typical university class site. Observation, advanced study, and participatory activities may be included. 1-4 semester hours

This is the first supervised application of diagnostic and corrective techniques in a clinical situation. It emphasizes assessment, instructional planning, evaluation and reflection in the design of programs for elementary students with reading problems. It includes differentiation of instruction for students of diverse cultures, languages and learning styles. The course also emphasizes working as a diagnostic team with teachers and other educational professionals. Prerequisites: RLR511 with a grade of B or better. 2 semester hours

This is a supervised application of diagnostic and corrective techniques in a clinical situation. It emphasizes assessment, instructional planning, evaluation and reflection in the design of programs for older students (grades 6-12) with reading problems. It includes differentiation of instruction for students of diverse cultures, languages and learning styles. The course also emphasizes working as a diagnostic team with teachers and other educational professionals. Prerequisites: RLR511 with a grade of B or better. 2 semester hours

Historical trends in reading research are examined. Different theoretical models will be examined in light of current research findings and perspectives on research based practice. Students will be encouraged to use this information in synthesizing their own models of the reading process and of reading instruction. Each participant will investigate one area of research in depth and prepare both an oral and written report of findings. Prerequisites: ESR505, RLR592A, and RLR592B or prior consent of program director. 3 semester hours

Provides graduate students in reading education degree programs with an opportunity to pursue advanced scholarly study in special areas or to investigate a practical school problem. Special forms must be obtained from the Graduate Administrative Office and completed before registration can take place. Prerequisite: Admission to the Reading Specialist Program. 1-3 semester hours

An advanced seminar dealing with current issues in reading and language development. 1-3 semester hours

Required of all Master of Science in Education students. The thesis is a formal written document that is the result of disciplined, scholarly inquiry. The student must present the signed Thesis Proposal document at the time of registration for this course. Prerequisites: ESR503 and admission to the Reading Specialist Program. 4 semester hours

Continuous registration required until thesis is complete. Prerequisite(s): Admission to Masters in Reading program, consent of program director, and prior registration for the required number of hours in RLR599. 0 semester hours