500

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, RLW 541 (Reading Specialist only), RLR 514 & RLR 515 (M.Ed. Reading only). 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 in various areas of literacy. Candidates explore examples of explicit instruction and reflective practice at various grade levels using a diagnostic teaching model. In this course, candidates draw from previous coursework to assess and diagnose their practicum students, using a holistic approach. Then, they plan an instructional program and set goals for student learning, with careful attention given to culturally and linguistically responsive teaching strategies, the sequencing of instruction over time, and choosing materials and resources to support individualized instruction that is equitable and inclusive. Online resources to support instructional interventions are highlighted. Pre-requisite(s): RLR 501, RLR 502, RLR 510, RLR 520, and RLR 541 (Reading Specialist students only), RLR 514 & RLR 515 (M.Ed. Reading only). Co-requisite(s): None. 3 semester hours

This course explores the multiple perspectives, or lenses, on English language literacy learning and its purposes within the U.S. Candidates learn about cognitive, sociocultural, and critical literacy perspectives on English language literacy acquisition, understanding key distinctions among these perspectives and how they may overlap and work together to provide a more meaningful understanding of learning to read in English. Candidates also gain insight into the principles of English language linguistics and how these inform the language and literacy of emergent bilingual students and native English speakers of all dialects. Candidates will utilize the information in this class to better understand conflicting notions of literacy development, including current issues around the "science of reading" and "balanced literacy", and the impact on diversity, equity, and inclusion (DEI). They will develop their own theoretical perspective and philosophy of language acquisition and literacy learning across grade levels. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

This course provides an introduction to the historical, political, social, ethnic, racial, and cultural foundations of literacy and literacy education, including biliteracy, in the United States. Candidates will examine literacy from pre-colonial times to the present to better understand how literacy learning has been utilized as a tool of power, oppression, and empowerment. From indigenous language erasure, colonial biliteracy efforts, anti-literacy laws, post-war anti-biliteracy sentiments, school segregation, and English-only legislation to high-stakes testing and mandated literacy curriculum, literacy education has often been uneven and exclusionary. This course examines literacy movements and initiatives that both uphold and push back on these exclusionary and repressive practices as candidates consider questions such as: Who was/is literacy for? Who benefited (and benefits) most from literacy education? What language/dialect is privileged in literacy education? Finally, candidates will consider what history reveals about inclusive and empowering literacy education. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is designed to help advanced reading specialist students examine and expand their roles as literacy leaders and supervisors. The responsibilities of the reading specialist are described and examined with an emphasis on coaching teachers, providing professional development, and developing effective and equitable reading and language programs. Topics discussed include action research, staff development, 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 that can utilize all aspects of their jobs to promote equitable access to literacy learning and challenge inequitable system and beliefs. Pre-requisite(s): RLR 592A, RLR 592B, RLR 593. Co-requisite(s): None. 3 semester hours

This introductory course provides an overview of trade books written for P-12 youth and emphasizes the identification, selection, and evaluation of high-quality literature in different genres and formats as developmentally appropriate for different age groups. It introduces literature representing a range of diversity: ethnicities, races, cultures, and languages; global understandings; differing abilities/needs; gender representation; LGBTQ+, and other underrepresented populations. The course also highlights challenged book policies, classroom library audits that includes a diversity audit, and grant opportunities. Important digital resources and professional organizations are woven throughout the course. Leadership in the development of literacy environments, trade book curriculum, coaching, and continuing professional growth culminates are also course components. Pre-requisite(s): Graduate standing. Co-requisite(s): None. 3 semester hours

This course addresses relationships among research, theory, and practice in the teaching of writing in PreK-12, focusing on multiple modes of composition as a means of communication and a tool for learning. Emphasis is placed on effective writing instruction and assessment across cultures, languages, abilities, and contexts. Course topics include developmental and compositional processes; the role of identity and community; strategies and skills; purposes and audiences; formats, genres, and modes of discourse; writing conventions across languages and dialects; writing to learn in the content areas; research skills; reading-writing connections; the craft of writing; the role of writing for reading development; and assessment. The course explores the use of technology as a tool to support multi-modal composition, research, and publication. 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 workshop is designed for candidates completing endorsement programs for school counselors. Participants will enhance their knowledge of literacy development, teaching, and learning. Course expectations include identifying stages of and influences upon reading development, demonstrating understanding of barriers to attaining literacy, and assessment tools for identifying areas of weakness. Students will be expected to gain awareness of the roles of various school support personnel with regard to literacy learning, such as formulating action plans based on case studies, identifying literacy teaching practices that affirm cultural and linguistic diversity that support bilingual education, and synthesizing concepts learned into a statement of application to counseling practices.

This workshop is designed for candidates completing endorsement programs for school counselors to meet updated ISBE Professional Educator Licensure (PEL) requirements pertaining to instructional strategies for English language learners, which shall address bilingual education or English as a Second Language. This workshop supplements the content in RLR 585N (Reading Literacy Methods for School Support Personnel) and is required for all current school counseling students admitted prior to Spring 2024 who do not already hold a PEL.

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 for classroom teachers and others who work with striving readers during the acquisition phase of reading. It is designed to promote teachers’ understanding of the causes of reading difficulties in the primary grades, the use of formative assessments for diagnosing and remediating students’ needs, and the kinds of instruction best suited to meeting the needs of struggling readers. Participants in this course will explore the theoretical basis of effective intervention strategies as they carefully observe and instruct one or more students across one quarter. Focus will be placed on formative assessment of striving readers and on instructional strategies that best meet their needs, including word study and guided reading that best meet their needs. Prerequisite(s); RLL 478, RLL 537 or RLL 538 or equivalent from another university. Co-requisite(s): None. 1 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