510. Literature for Children (3). An introduction to books, magazines and non-print adaptations (e.g., audio recordings, filmstrips, books on disk, and video recordings) of literature appropriate for children’s growth in literacy. Prerequisite(s): READ 321, 322 or equivalent; for ELEM and ECED majors. Corequisite: READ 461. Note(s): Offered in fall, spring and summer.
541. Reading in the Secondary School (3). A study of the background information and skills needed by secondary teachers for guiding pupils’ growth in and through reading; identification of and planning for instruction needed. Prerequisite(s): Admission to Teacher Education Program.
550 thru 559. Problems in Teaching Reading (1, 2, 3). To assist school personnel in the identification, analysis and planning of strategies to overcome specific problems in the teaching of reading.
Notes: Offered on demand.
561. Teaching Basic Reading Skills (3). Introductory course in teaching reading. Prerequisite(s): EDUC 381 or equivalent and Admission to Teacher Education Program.
Notes: Students may not receive credit for READ 561 and READ 461 or READ 562.
562. Teaching Basic Reading Skills in Middle and Secondary School (3). Persons teaching or preparing to teach in middle or secondary school examine basic reading skills in relation to the needs and characteristics of their pupils. Prerequisite(s): EDUC 381 or equivalent and Admission to Teacher Education Program. Notes: A student may not receive credit for READ 562 and READ 461 or READ 561.
571. Diagnostic and Prescriptive Teaching of Reading (3). Students develop strategies for applying the principles learned in the basic reading course by providing instruction adjusted to the individual needs of one pupil. Prerequisite(s): Grade of C or better in READ 461, READ 561 or READ 562 and Admission to Teacher Education Program. Notes: Offered in fall, spring and summer. Work with pupils required.
600. Literacy Instruction and Assessment for Early Childhood Educators (3). This course provides understanding of factors related to literacy, literacy competencies, procedures for developing literacy instruction, assessment measures for literacy, and applying literacy principles learned. Notes: This course is restricted to M.A.T. candidates in Early Childhood Education.
605. Literacy Foundations (3). This first literacy course in the sequence will examine the history and theories of literacy processes and instruction. Students will develop and apply an understanding of current literacy research and evidence-based practices. Prerequisite(s): READ510 or equivalent introductory course in children's literature. Co-requisite: READ615.
615. Literacy for Learners with Limited English Proficiency and Other Diverse Needs (3). This course provides an overview of language acquisition processes in native and non-native speakers. Academic and social language challenges for diverse learners are discussed. Co-requisite(s): READ 605.
616. Principles and Strategies for Assessing and Teaching English Language Learners (3). This course provides candidates with clinical experience in performance assessment, planning, and delivery of appropriate instruction to cognitively, linguistically, and/or culturally diverse learners. Candidates will also acquire additional theoretical knowledge about monolingual and multilingual language acquisition processes to prepare them to address diverse learner needs. Prerequisite(s): READ 615.
620. Literacy Strategies for Struggling Learners (3). This course enhances candidates’ knowledge of literacy teaching strategies to meet struggling students’ needs. It provides background information about a variety of reasons for difficulties, and discusses specific strategies and interventions. Strategies include the use of technological resources.Prerequisite(s): READ 605, READ 615. Co-requisite: READ 616. Notes: Offered in spring.
625. Written Expression Across the Grades (3). Candidates will examine authentic, evidenced-based practices to develop students’ proficiency in writing. Topics will include the developmental stages of writing, the writing process, writing conventions, and technological integration. Prerequisite(s): READ 616.
635. Basic Literacy Diagnostics and Instructional Practices (3). Candidates gain expertise in introductory assessment and instructional practices related to literacy. Topics will include an introduction to formal and informal assessments. Candidates will learn to interpret and communicate results in order to provide informed instructional decisions. Prerequisite(s): READ625. Co-requisite(s): READ645.
636. Advanced Literacy Diagnostics and Instructional Practices (3:0:3). This partially field-based course builds on the foundations of literacy assessments learned in READ 635. Candidates will advance their ability to interpret and critique technical aspects of assessments in order to articulate effective assessment plans. Candidates will prepare and coach preservice teachers to use assessments to plan and revise effective instruction for students. Candidates will acknowledge and understand the research supporting different perspectives regarding assessment and instruction. Candidates will coach preservice teachers in communicating assessment results to various audiences. Prerequisite(s): READ 635 and READ 645.
645. Teaching Literacy in the Content Areas (3). Teachers (elementary to adult) identify literacy competencies needed in content areas, assess pupil development of these competencies and adjust content instruction according to student strengths and needs in culturally diverse classrooms. Notes: Offered in spring and summer. MEd Literacy students must have prerequisite of READ 625 and co-requisite of READ 635.
655. Advanced Practicum in Literacy Instruction (3). In this field-based practicum course, candidates will collect, analyze, and report on classroom data. They also will use the data to create instructional resources and conduct demonstration lessons in collaboration with a classroom teacher. Candidates will analyze a school-wide literacy model. This course is inextricably intertwined with READ 665; therefore, candidates will take both courses simultaneously. Prerequisite(s): READ 636 and READ 645. Co-requisite(s): READ 665.
662. Using Computer Software in the Reading Program (3). Emphasis on types of software available, criteria for selecting software and effective development and use of software in the reading program. Designed for teachers in grades K 12. Prerequisite(s): READ 661.
665. Capstone: Literacy Coaching Practicum (3). This capstone experience provides candidates with practicum experience as they apply and reflect upon literacy coaching techniques and logistics in school and community settings. This course is inextricably intertwined with READ 655; therefore, candidates will take both courses simultaneously. Prerequisite(s): READ 636 and READ 645. Co-requisite(s): READ 655.
672. Diagnosis and Correction of Reading Disabilities (3). This course is designed to acquaint experienced reading teachers with diagnostic and instructional procedures typical of clinical reading situations. Prerequisite(s): READ 661, 671, EDUC 681, a graduate course in educational measurement and a minimum of one year of teaching experience. Notes: Work with pupils required.