A laboratory experience to increase facility in reading, language and study skills.

A course to orient the student to fundamentals in the teaching of reading and provides practice in basic skills.

A course focusing on methodology, materials, and techniques for developing systematic instruction and diagnosis appropriate for early childhood and elementary children. This course has a required field experience.

A course for the selection and use of literature based on the interests, abilities, and needs of children from prekindergarten through the elementary school. Particular emphasis on creative ways of sharing books with children. This course has a required field experience.

A survey course dealing with methods of writing literary materials with children in preschool through the primary grades. It is designed to assist those who wish to become widely acquainted with books and related materials for today's young children.

A study of oral language structures and stages of development, early literacy foundations, and developmental sequences of phonological awareness along with teaching practices that support language and literacy development. Includes discussion of cultural and developmental factors that influence acquisition of language and literacy skills.

Discussion and evaluation of literature for students in grades 7 through 12 with extensive reading, listening, and viewing of materials.

Methods and materials in the teaching of reading. Development of effective study and skills at the secondary level is stressed.

An examination of non-fiction (and some fiction) which emphasizes critical reading skills. Various types of prose will be considered including that found in textbooks, newspapers and other periodicals, popular fiction, and non-fiction.

Introduces students to the fundamentals of the teaching of reading, including concepts of print, phonological awareness, phonics, fluency, vocabulary, and comprehension and how these areas are assessed. This course has a required field experience.

An intensive exploration of the current theories, practices, and research in the teaching of reading.

Begins with in-depth study of the nature of reading as a process and its place in the total school program and extends through assessments, methods, materials, and personalized procedures for pupils and teachers.

First, an intensive study of steps in the diagnosis of reading disabilities; second, a survey of corrective and remedial techniques for eliminating the difficulties; the third, application of diagnostic and instructional techniques to specific type of disabilities.

A practicum in remediating reading disabilities. Each student receives close supervision in work with actual cases at varying disabilities levels.

This course includes the methods and materials for literacy-based instruction in the content areas. The incorporation of literacy-based activities such as reading, writing, and thinking; and the use of strategies to promote student comprehension are emphasized. Prerequisite: Admission to teacher education program.

Intensive writing applications with an emphasis on the writing process, action research, and the reading and discussion of reading and writing pedagogy and research.

Provides a comprehensive survey of books written for children and adolescents, and makes appropriate interspersions of periodicals and other media. Through varied class activities, with emphasis on techniques for encouraging literary enjoyment, the student will increase skills in making children's literature an integral part of the school curriculum.

Provides a comprehensive survey of books written for children in the pre K-3 classroom, and incorporates periodicals, media and technology appropriate for teaching young children. A variety of class activities intended to motivate and encourage children to become lifelong readers is included.

Includes an in-depth study of coaching techniques, specifically the role of coaching in the school setting. This course includes strategies for encouraging teachers to engage in the coaching process, coaching teachers to meet the literacy needs of their students, as well as providing school-based professional development and maximizing moments with struggling readers.

Experiences in working in the area of reading instruction and/or diagnosis under the supervision of a reading teacher or supervisor and a college supervisor.

A topical workshop in which participants have experiences in creating, designing, constructing and using instructional materials and activities. This work will emphasize reading and language arts. No more than 6 hours can be applied toward a degree program. Prerequisite: Permission of instructor.

Guided investigation of topics in reading education, such as curriculum revision, course or program design, newly evolved trends in reading education, and implications of research in reading education. No more than 6 hours can be applied toward a degree program.

Students explore through directed study research problems and issues of special interest or significance in reading education. No more than 3 hours of any departmental 594 courses can be applied toward a degree program. Prerequisite: Permission of department chair.

The internship is a supervised learning experience in a work setting similar to that in which an educator will eventually be employed. The internship provides students with an opportunity to apply the theories and concepts learned during the graduate program.

A student selects a project, study, or investigation which is related to reading education. The project will form the basis for the thesis. A thesis committee will provide direction during the investigation and during the writing of the thesis.

Emphasizes theories of language acquisition and development. Includes linguistics, language development of the culturally different child, and application of theory to classroom practices in reading and related areas. Requires special permission.

Focuses upon the history of reading instruction, sociological factors influencing reading, reading in relation to other media of communication, and ways of applying these findings in classroom and clinical practice. Requires special permission.

Analyzes and interprets administrative and supervisory roles and functions as they relate to the total school program, elementary through high school. Stress is upon facilitating and enhancing all aspects of the program. Requires special permission.

Provides laboratory experiences in studying severe cases of reading disabilities and in developing plans and procedures for their remediation. Requires special permission.

Relates pertinent psychological concepts and principles to (1) current definitions of the reading process, (2) methods of teaching, and (3) special procedures for reluctant and disabled readers. The student may apply these concepts and principles in regular or laboratory settings.

A critical analysis and evaluation of the significant research studies in reading from which reading concepts emerge and from which implications for teaching and further research may be drawn.

A purpose of this course is to prepare professional educators through teaching, research, and service to become committed to life-long learning and to facilitate the process of building better communities. Students will demonstrate best educational practices and professional dispositions and will learn how to create a positive, motivational learning environment in schools while recognizing, appreciating, and including diverse learners and perspectives. Additionally, students are expected to demonstrate satisfactory skills in curriculum leadership; to engage in action research related to schools; to engage in literacy coaching; to address current family, community, regional, and national issues related to scholastic achievement, and to use tenets of instructional leadership to guide teachers and other professionals toward improving student achievement.

Guided investigation of topics in reading education such as curriculum revision, course or program design, newly evolved trends in reading education, and implications of research in reading education.

Students explore through directed study problems and issues of special interest or significance in reading education. No more than 3 hours of any departmental 694 courses can be accepted toward a degree program. Prerequisite: Permission of department chair.

A supervised research project, study, or investigation in reading. Student will conduct an investigation, and apply concepts and skills learned during the sixth-year program. May be taken more than one semester. Prerequisite: Permission of department chair.