RLR - Reading and Language, Reading

This course introduces theoretical orientations to literacy 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 varied abilities are introduced, including guided reading. Pre-requisite(s): Basic reading methods course or permission of program faculty. Co-requisite(s): None. 3 semester hours

This course introduces theories and models of comprehension and implications of these constructs for the teaching of reading comprehension across grades 1-12. 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): RLR 501 or consent of Reading Program faculty. Co-requisite(s): None. 3 semester hours

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 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, RLR 502 and RLW 541. Co-requisite(s): None. 3 semester hours

This course introduces intervention strategies and materials to use with readers in grades 1 through 12 experiencing difficulty. A series of case studies involving 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. Must receive a grade of a B or higher to continue to practicum. Pre-requisite(s): RLR 501, RLR 502, and RLR 510. Co-requisite(s): None. 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 will be examined, as articulated in the Common Core State Standards for Grades 6-12 ELA & Literacy in History/Social Studies, Science & Technical Subjects. Pre-requisite(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

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 reading and factors involved with reading, demonstrating awareness of the roles of various school support personnel, and formulating action plans based on case studies and commonly used assessment tools. Pre-requisite(s): None. Co-requisite(s): None. 0.5 SH

In this practicum, candidates learn how to apply literacy assessment and intervention techniques in supervised settings. The course emphasizes assessment, instructional planning, evaluation and reflection in the design of programs that build on strengths and address areas of need for elementary students. It includes differentiation of instruction for culturally and linguistically diverse students. Use of digital instructional tools and materials is emphasized. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

In this practicum, candidates learn how to apply literacy assessment and intervention techniques in supervised settings. The course emphasizes assessment, instructional planning, evaluation and reflection in the design of programs that build on strengths and address areas of need for elementary students. It includes differentiation of instruction for culturally and linguistically diverse students. Use of digital instructional tools and materials is emphasized. Pre-requisite(s): None. 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

This course is designed to deepen understanding of the most current research-based instructional literacy methods to support teaching and learning. This course will enhance professional development through reflective practice. Through professional readings, attendance at conference sessions, and review of latest instructional materials, students will reflect upon each and then transfer/transform current literacy instruction. This course is for teachers, administrators and National College of Education students who are seeking graduate credit. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour