| RLR-Reading and Language - Reading |
| |
| RLR460 |
Internship: Individualized Instruction in Reading and Language |
| This course provides firsthand experience in applying theoretical and practical knowledge relating to literacy development. Participants are assigned to an individual student or small group of students in a clinical, classroom or other instructional setting and are mentored in the design, implementation and evaluation of appropriate literacy instruction. 0-5 quarter hours |
| |
| RLR500 |
Survey of Reading Methods and Materials K-12 |
| 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 |
| |
| RLR501 |
Teaching Beginning Reading |
| Teaching Beginning Reading introduces various methods and materials for teaching beginning reading. The course emphasizes reading methods that capitalize on the spoken language competence and emergent literacy children bring with them to school. Phonemic awareness and phonics are considered within the framework of a comprehensive, contextually-based reading approach. Oral language development, developmental spelling, and fluency are also considered. Classroom strategies for learners of diverse cultures, languages and learning styles are introduced with varying methodologies including literature based instruction. Prerequisite: Basic undergraduate or graduate reading methods course or RLR500. Admission to Early Childhood Program required for 2sh registration. 2-3 semester hours. |
| |
| RLR502 |
Teaching Comprehension and Content Reading |
| 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 undergraduate or graduate reading methods course or RLR500. 3 semester hours |
| |
| RLR503 |
Teaching Content and Advanced Reading |
| This course focuses on the development of mature reading, particularly reading to learn from expository text materials and the development of study skills. Teaching methods that develop strategic reading 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 instruction across the curriculum will be considered. Prerequisite: Basic undergraduate or graduate reading methods course or RLR500. 3 semester hours |
| |
| RLR510 |
Diagnosis and Assessment of Reading |
| This course on diagnosis introduces a framework for thinking about reading difficulty and its diagnosis. Students learn how to administer and interpret literacy assessments and use other diagnostic techniques with a diverse populations. They interpret evidence from various diagnostic instruments in order to identify reading levels and areas of instructional focus and communicate this information in professional reports.. The advantages and limitations of standardized reading tests and other assessment devices are also considered as are issues related to diagnostic options within the school team including those used in special education. Students learn about researching issues and assessments including library and technological tools. Prerequisites: RLR501 or an equivalent post-certification course or consent of instructor. 3 semester hours |
| |
| RLR511 |
Corrective Reading |
| This course introduces a theoretical perspective 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. Prerequisites: Admission to the Reading Program, RLR501, RLR502, RLR510, RLR541, RLL520/528 or consent of Program Director. 3 semester hours |
| |
| RLR513 |
Diagnosis and Correction for the Older Student |
| This course focuses on the diagnosis and correction of reading difficulties typical in the older child. Students will learn how to administer and interpret an informal reading inventory and expand their interpretation through diagnostic teaching and by use of other informal instruments. Corrective techniques will be learned and practiced with older students in a clinical setting. Prerequisite: RLR502, RLR503, RLL560C or permission of instructor. 3 semester hours |
| |
| RLR516 |
Literacy Development in the Middle School |
| 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 teacherĘs instructional role should be in motivating and scaffolding studentsĘ meaning making, self-reflection and critical thinking. Prerequisites: Basic reading course for certification or RLR500. 3 semester hours |
| |
| RLR518 |
Leadership and Staff Development in Reading |
| 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, staff 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. Prerequisite: RLR592 or consent of instructor. 3 semester hours |
| |
| RLR583 |
Workshop/Reading/Contemporary Issues |
| 1-4 semester hours |
| |
| RLR584 |
Workshop/Reading/Programs and Materials |
| 1-4 semester hours |
| |
| RLR585 |
Workshop/Reading/Instruction |
| 1-4 semester hours |
| |
| RLR586 |
Workshop/Reading/Assessment |
| 1-4 semester hours |
| |
| RLR587 |
Workshop/Reading/Staff Development |
| 1-4 semester hours |
| |
| RLR590 |
Internship/Reading Specialist |
| 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 |
| |
| RLR591 |
Field Study/Reading Education |
| 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 |
| |
| |
| RLR592A |
Practicum in Remedial Reading – A |
| 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 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. Prerequisite: Admission to the Reading Program, RLR501, RLR502, RLR510, RLR511, RLR541, RLL520/528 AND consent of program director. 2 semester hours |
| |
| RLR592B |
Practicum in Remedial Reading – B |
| This is the second 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 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. Prerequisite: Admission to the Reading Program, RLR501, RLR502, RLR510, RLR511, RLR541, RLL520/528 AND consent of program director. 2 semester hours |
| |
| RLR593 |
Seminar in Reading Research |
| 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. Prerequisite: RLR592 or consent of instructor. 3 semester hours |
| |
| RLR594 |
Independent Study/Reading Education |
| 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 |
| |
| RLR595 |
Selected Topics in Reading |
| An advanced seminar dealing with current issues in reading and language development. 1-3 semester hours |
| |
| RLR599 |
Thesis in Reading Education |
| 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 |
| |