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READ 210 - FOUNDATIONS OF LITERACY

Prerequisite: EDFN 130

The Foundations of Literacy course provides a scientifically based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents key scientifically based reading research foundations needed to: 1) understand the history or reading research, 2) how reading develops and 3) identify developmentally effective methods and strategies used to teach literacy skills to young children through young adults.

Credit: 3


READ 220 - PHONOLOGICAL AWARENESS AND PHONICS

Prerequisite: READ 210

This course is designed to teach the fundamental principles and concepts of the structure of language, with a focus on phonological awareness and phonics. Students learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process.

Credit: 3


READ 330 - METHODS OF READING AND WRITING

Prerequisite: READ 210

Methods of Reading and Writing Instruction is a comprehensive exploration of the developmental and instructional implications related to fluent reading, vocabulary acquisition, comprehension and writing instruction. Along with these core aspects of reading, major skill domains that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are studied and practiced.

Credit: 3


READ 440 - READING ASSESSMENT, INSTRUCTION, AND INTERVENTION

Prerequisite: READ 210, READ 220

This course will address the use of formal and informal assessment procedures used to design and evaluate robust reading instruction and intervention for children in preschool through grade 8. The foci of the course include the knowledge and skills needed to choose and give appropriate reading assessments for a variety of purposes, data-based decision making to guide instructional planning and intervention design and understanding struggling readers including those with reading disabilities. Students will be instructed on how to apply both formal and informal assessments to a problem-solving model aimed at the design of robust reading instruction. An emphasis will be placed on creating Multi-Tiered System of Supports (MTSS) to support all students.

Credit: 3


READ 510 - FOUNDATIONS OF LITERACY

Prerequisite: EDFN 586

The Foundations of Literacy course provides a scientifically based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents key scientifically based reading research foundations needed to: 1) understand the history or reading research, 2) how reading develops and 3) identify developmentally effective methods and strategies used to teach literacy skills to young children through young adults.

Credit: 3


READ 520 - PHONOLOGICAL AWARENESS AND PHONICS

Prerequisite: READ 510

This course is designed to teach the fundamental principles and concepts of the structure of language, with a focus on phonological awareness and phonics. Students learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process.

Credit: 3


READ 523 - LITERACY THEORY, CURRICULUM, AND THE SCIENCE OF READING

Prerequisite: None

A course designed to provide advanced study of the forces that have shaped literacy curriculum and instructional practices. Theoretical understandings about reading and writing as well as philosophical, political, and economic influences are explored to identify their influence on the purpose, content, organization, and implementation of literacy instruction inclusive of current Science of Reading concepts such as structured literacy and a focus on diverse populations of readers. This course meets the M.Ed. Core requirement for curriculum.

Credit: 3


READ 540 - READING ASSESSMENT, INSTRUCTION, AND INTERVENTION

Prerequisite: READ 510, READ 520

This course will address the use of formal and informal assessment procedures used to design and evaluate robust reading instruction and intervention for children in preschool through grade 8. The foci of the course include the knowledge and skills needed to choose and give appropriate reading assessments for a variety of purposes, data-based decision making to guide instructional planning and intervention design and understanding struggling readers including those with reading disabilities. Students will be instructed on how to apply both formal and informal assessments to a problem-solving model aimed at the design of robust reading instruction. An emphasis will be placed on creating Multi-Tiered System of Supports (MTSS) to support all students.

Credit: 3


READ 530 - METHODS OF READING AND WRITING

Prerequisite: READ 510

Methods of Reading and Writing Instruction is a comprehensive exploration of the developmental and instructional implications related to fluent reading, vocabulary acquisition, comprehension and writing instruction. Along with these core aspects of reading, major skill domains that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are studied and practiced.

Credit: 3


READ 567 - ADVANCED METHODS OF LITERACY AND SYSTEMS OF SUPPORT

Prerequisite: None

This course examines the five pillars of explicit and systematic literacy instruction (phonics, phonemic awareness, fluency, vocabulary, comprehension) across three tiers of reading instruction.

Credit: 3


READ 663 - LITERACY ASSESSMENT AND INTERVENTION FOR DIVERSE ELEMENTARY LEARNERS

Prerequisite: None

This course provides experiences in using focused and ongoing literacy assessments to develop differentiated instruction and literacy intervention for diverse populations of elementary readers and writers.  The 15 hour lab component of this course requires the participant to implement the assessment/instructional process with one elementary school aged child who is identified as a struggling reader, and to effectively document and present literacy progress.

Credit: 3


 READ 664 - LITERACY ASSESSMENT AND INTERVENTION FOR DIVERSE SECONDARY LEARNERS

Prerequisite: None

This course provides experiences in using focused and ongoing literacy assessments to develop differentiated instruction and literacy intervention for diverse populations of secondary readers and writers.  The 15 hour lab component of this course requires the participant to implement the assessment/instructional process with one secondary school aged child who is identified as a struggling reader, and to effectively document and present literacy progress.

Credit: 3


READ 715 - GRADUATE LITERACY INTERNSHIP IN EVIDENCE-BASED READING INTERVENTION

Prerequisite: READ 663, READ 664

An internship that emphasizes the application of knowledge gained in the post-baccalaureate reading endorsement program.  Candidates consider the effects of school, family, and community contexts on the performance of struggling readers.  They select and administer assessments and analyze student performance data to make evidence-based decisions about instructional strategies, and technologies that create meaningful learning experiences for one or more students who are struggling with literacy learning. They document the ongoing effects of the intervention and present a final report of student response to the intervention. This course includes teaching/intervention hours with clinical supervision.

Credit: 3