RLR - Reading and Language, Reading

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. Differentiated instructional approaches for learners of diverse cultures, languages, and learning styles are introduced. Prerequisite(s): Pre-service literacy methods class. 3 semester hours

This course introduces theories and models of comprehension and implications of these for the teaching of reading comprehension across grades K-12. 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. Pre-requisite(s): RLW 541, RLR 501, and either RLL 520 or RLL 528 (or the equivalent). Co-requisite(s): None. 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 RLL 480A, RLL 538/539 or consent of instructor.

This course introduces a framework for understanding reading difficulty and its assessment and diagnosis. Candidates 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 identify and assess primary, elementary, middle and secondary students. Pre-requisite(s): RLR 501 or its equivalent post-certification course in beginning reading. This course on reading diagnosis assumes knowledge of beginning reading instruction, emergent literacy theory, developmental spelling and its assessment, running records, and miscue analysis. Co-requisite(s): None. 3 semester hours

This course introduces intervention strategies and materials to use with readers experiencing difficulty (grades 1 through 12). A series of case studies (students at different grades and reading ability levels) are presented and analyzed during the course. Based on initial diagnostic information, a teaching program is planned for two students, with careful attention given to specific teaching strategies, the sequencing of instruction over time, materials and resources to support this instruction, and the development of a constructive model of learning. Pre-requisite(s): RLR 501, RLR 502, RLW 541, either RLL 520 or RLL 528, and RLR 510 or equivalents. Co-requisite(s): None. 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 RLR 500. 3 semester hours

This course is designed to help advanced master’s students examine and expand their roles as a literacy leaders and supervisors with an emphasis on leadership in the development and monitoring of reading and writing programs. The responsibilities of the reading specialist are described and examined with an emphasis on coaching teachers, and developing reading and language programs. Topics discussed include staff development, using standards to inform instruction, testing and evaluation, program improvement, materials selection, collaboration with faculty, and community-professional relations. Candidates examine their own abilities in relation to serving as school leaders and develop a vision for how to serve as instructional team members and school leaders. Pre-requisite(s): RLR 592A, RLR 592B, and RLR 593 or consent of instructor. Co-requisite(s): None. 3 semester hours

This course focuses on the development of reading in the middle and secondary grades, particularly reading to learn from expository text materials, digital texts and other media, and on the development of study skills. Teaching methods that develop strategic reading and writing of informational texts and the assimilation and accommodation of new ideas will be explored. The ways that middle and secondary schools can best provide such reading and writing instruction across the curriculum, as articulated in the Common Core State Standards for Interdisciplinary Literacy, Grades 5-12, will be considered. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

This course, designed for pre-service teachers, introduces theories and models of comprehension and implications of these constructs for the teaching of reading comprehension and content reading across grades 1-6 for students of diverse languages, cultures and learning styles. Candidates develop familiarity with issues related to questioning, text structures, metacognitive monitoring, and guided reading strategies. Candidates examine 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(s): RLL 537 or RLL 538 or consent of instructor. Co-requisite(s): None. 2 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

This online workshop is designed for candidates completing endorsement programs for school support personnel including school counselors, school psychologists and school nurses. Participants will enhance their knowledge of reading development and instructional strategies. Course expectations include identifying stages of and factors involved in reading development, demonstrating awareness of the roles of various school support personnel with regard to literacy learning, and formulating action plans based on case studies and commonly used assessment tools. Pre-requisite(s): None.  Co-requisite(s): None. 0.5 SH

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

In this practicum, candidates learn how to apply assessment and intervention techniques in supervised settings. The course emphasizes assessment, instructional planning, evaluation and reflection in the design of programs for elementary students who have difficulties with literacy. It includes differentiation of instruction for students from diverse cultures and whose first language is not English. Pre-requisite(s): RLR 511 with a grade of B or better. Co-requisite(s): None. 2 semester hours

In this practicum, candidates learn how to apply assessment and intervention techniques in supervised settings. The course emphasizes assessment, instructional planning, evaluation and reflection in the design of programs for secondary students who have difficulties with literacy. It includes differentiation of instruction for students from diverse cultures and whose first language is not English. Pre-requisite(s): RLR 511 with a grade of B or better. Co-requisite(s): None. 2 semester hours

This required advanced literacy course in the professional sequence of the Reading master’s program is designed to provide candidates an opportunity to conduct and synthesize research on a literacy topic of interest; consider its instructional implications; and develop an action research project culminating in a presentation with teachers as the intended audience. It also provides an overview of reading research that includes an examination of different theoretical models in light of current research findings. Pre-requisite(s): RLR 592A and RLR 592B or consent of instructor. Co-requisite(s): None. 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