READING (READ)
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 350 - CONTENT AREA READING
Prerequisite: Teacher Candidacy (Professional Level of the Program)
This course explores the components of content area reading instruction, focusing on research-based approaches to literacy development across disciplines. Students will examine the interconnected nature of foundational literacy skills, comprehension strategies, vocabulary development, writing instruction, and the role of background knowledge in reading success. The course emphasizes practical application of literacy strategies within content areas while considering diverse student needs and cultural responsiveness.
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 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 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 550 - CONTENT AREA READING
Prerequisite: None
This course explores the components of content area reading instruction, focusing on research-based approaches to literacy development across disciplines. Students will examine the interconnected nature of foundational literacy skills, comprehension strategies, vocabulary development, writing instruction, and the role of background knowledge in reading success. The course emphasizes practical application of literacy strategies within content areas while considering diverse student needs and cultural responsiveness.
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 610 - THEORETICAL FOUNDATIONS OF LITERACY AND LANGUAGE DEVELOPMENT
Prerequisite: None
This course explores the theoretical and practical foundations of literacy development, assessment, and instruction. Students will examine the complex interplay of linguistic, cognitive, and neurobiological processes that underpin reading and writing proficiency. The curriculum covers language processing requirements, relationships between phonemic awareness, decoding, word recognition, spelling, and vocabulary, as well as typical and atypical reading development, including characteristics of dyslexia and other reading disabilities. Students will study key findings from the National Reading Panel and National Early Literacy Panel, and investigate environmental, cultural, and social factors influencing literacy development. The course emphasizes understanding the needs of diverse learners, including English learners and emergent bilinguals. Students will analyze evolving research in literacy from multiple fields and gain proficiency in foundational models such as the Simple View of Reading, Scarborough's Rope, and the Four-Part Processing Model. By exploring the pillars of reading, students will develop the knowledge and skills necessary to support learners across the language and literacy continuum, fostering literacy-rich and culturally representative learning environments.
Credit: 3
*READ 620 - EXPLICIT AND SYSTEMATIC LITERACY AND WRITING
Prerequisite: None
This course focuses on explicit and systematic literacy and writing instruction aligned with evidence-based practices. Students will explore the key language processes involved in reading and writing, including phonological, orthographic, and morphological skills. The course emphasizes how explicit, systematic instruction can foster reading proficiency and written expression.
Credit: 3
*READ 630 - ASSESSMENT AND DIAGNOSIS OF READING DIFFICULTIES
Prerequisites: None
This course provides students with experiences in administering, scoring, and interpreting a variety of formal and informal reading assessments. The course emphasizes the use of assessment data to identify reading difficulties, plan targeted interventions, and monitor student progress. Students will learn to make data-driven instructional decisions to support the literacy development of struggling readers, with a focus on the five essential areas of the science of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension.
Credit: 3
*READ 640 - READING INSTRUCTION FOR FLUENCY AND COMPREHENSION
Prerequisite: None
This course focuses on the implementation of evidence-based reading instruction and intervention strategies. Emphasis is placed on understanding diverse student needs, including those with dyslexia and other reading disabilities. The course covers literacy assessment, instructional planning, intervention techniques, and collaboration with multidisciplinary teams. Students will develop expertise in evidence-based practices, phonemic awareness, decoding, oral reading fluency, comprehension, and the application of research models like the Simple View of Reading and Scarborough’s Rope.
Credit: 3
*READ 650 - GRADUATE LITERACY PRACTICUM
Prerequisites: READ 610, READ 620, READ 630 , and READ 640
This course is the capstone experience in the reading endorsement program. This course provides graduate students with hands-on, field-based experience in literacy instruction and leadership. Students will apply their knowledge by working directly with struggling readers across K-12 settings, conducting comprehensive literacy assessments, and implementing targeted reading interventions. Through progress monitoring and ongoing collaboration with classroom teachers and literacy specialists, students will refine their instructional practices to meet individual learner needs. In addition, students will develop and practice literacy coaching skills, preparing them to lead literacy initiatives and support educators in improving reading outcomes for diverse student populations.
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/READ 640
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
*Approved by Faculty Senate, December 12, 2024, for the spring 2025 semester.