Course Descriptions

This course is designed to provide pre-service teachers a contextually set opportunity to employ assessment and instructional strategies. Decoding strategies that include phonics are covered, along with strategies for the development of fluency and comprehension. Other literacy related aspects, such as spelling and writing, are included along with the importance of motivating children to read. A supervised field experience is arranged. 410/610.

This course provides students with an opportunity to explore in-depth issues and ideas related to school reading programs influenced by holistic theories and beliefs. 412/612

Prepares teachers of young children to understand language acquisition and emergent literacy. Focus on developmentally appropriate practice in reading and writing, including the use of sound-symbol relationships (phonics). The importance of the home-school partnership also is emphasized. 420/620 (Fall)

Historical perspectives, basic instructional techniques, approaches to problems in one's own instructional area, roles in and designs for a total school program, what research and authorities suggest and consideration of contemporary issues and concerns. 435/635

A course designed to provide practical guidelines for those who are or will be elementary, middle school or secondary content area teachers to assist them in using reading, writing, speaking and listening as complementary learning processes for the content area. Students bring their expertise of the subject to be taught (such as English, social studies, science, mathematics, music, art, etc.) and the course assists students in dealing with the language component of the content area. Students will be given experience in producing study, pattern and concept guides, techniques for effectively presenting vocabulary and in using reading, writing, speaking and listening to facilitate learning in content areas. 440/640

This course is intended for non-teaching school personnel and others. It will provide an overview of school reading programs and allow students to become aware of current methods, materials and strategies used for effective reading instruction.

Prepares teachers in the components of an elementary school reading program, including the role of language in literacy development, contextually appropriate phonics instruction and strategic practices in all aspects of literacy instruction. Classroom organization, individualization, materials and assessment and the role of the family are considered.

This course invites in-service teachers influenced by progressive language theories to reflect on their beliefs and practices in light of current information about assisting students to learn to read and write. It will assist teachers in strengthening their own voices as they articulate their responses to critical voices from inside and outside the profession. It will support teachers as they continue to make changes in the comprehensive literacy programs within their district, school and classrooms.

A seminar course dealing with the current issues, trends and innovations in the teaching and learning of reading. Attendance at a research symposium is required. (Summer)

This course enables teachers of reading to provide intervention experiences for elementary-aged children. After using a variety of assessment strategies, including observations, students develop an individualized instructional plan and create lessons that are based on the strengths and needs of the child. A clinical experience is provided. (Fall)

A supervised laboratory experience in reading/writing instruction with middle and high school students for teachers seeking 316 and/or 317 licensure. This course provides structured individual and group activities with students of all ability levels, in grades 5-12. Instruction will focus on reading, writing and study strategies to be used with trade books and textbooks. (Spring)

This course will provide experienced teachers with instruction and practice in the use of Reading Recovery strategies. Teachers will be trained to use informal assessment techniques, especially observations, which are grounded in knowledge of reading process and development; to provide intervention of emergent, struggling readers; and to provide instruction and support in daily individualized tutoring sessions. Teachers also will develop an understanding of how theory and research support the Reading Recovery program. Open only to students with district/Valley Area Reading Recovery Consortium approval.

This course builds on the first semester course (Reading Recovery 1), providing instruction and practice in assessing tutoring "hard to accelerate" children. Teachers refine their abilities to make instructional decisions, reflect on and explain those decisions, keep records and monitor a successful reentry into regular classroom instruction. Open only to students with district/Valley Area Reading Recovery Consortium approval.

The study of theory, research and strategies for teaching writing. Students will polish compositions skills by completing individual writing assignments. The course builds understanding of theory/practice relationships in writing instruction. Course also listed as Elem/Sec Education 725. Enrollment in this course requires instructor approval. This course may be taken twice for a total of 12 credits upon instructor approval. (Summer)

This course will enable participants to coach K-2 classroom teachers to become more reflective in their literacy instruction, refine what they are doing in a literacy classroom and set goals using data.

This course is designed to further trained Reading Recovery teachers' understandings of the theories and practices used in Reading Recovery. Teachers will examine their own theories of reading and writing acquisitions and how they may or may not match the child's theory of what reading and writing is all about.

The purpose is to begin the study of Marie Clay's theory of how children become literate and to prepare teachers to use the literacy assessment tasks in Clay's An Observation Survey of Early Literacy Achievement.

This course is designed to prepare K-2 classroom teachers and specialists to learn teaching techniques and learning strategies similar to those taught in the year-long Reading Recovery course. This class is open only to districts and schools participating in the Valley Area Reading Recovery Consortium

Students will explore, analyze and critique research in reading, theories of reading, issues and problems in reading and the relationship of other disciplines to reading in the context of the secondary school and their own interest and research. Implications of recent trends in reading, such as the current interest in content area reading and reading comprehension, also are covered.

A seminar course relating to specific concerns of reading educators. The theme will vary frequently but will focus on current problems, trends and research in reading. The course may be retaken provided the subject is not repeated.

Causes and types of reading problems are considered and procedures for working with reading problems are examined. Laboratory experiences in administering and interpreting standardized and informal tests are provided.

A study of the basic principles and functions of administration and supervision as they apply to reading programs, analyses of the roles of superintendents, principals, curriculum directors, supervisors, reading consultants and reading teachers in the reading program. (Fall)

Course focuses on problems and current issues in the evaluation of literacy achievement and literacy programs. Theoretical and practical considerations are explored.

This course is designed to give graduate students in reading an opportunity to develop and engage in field based leadership activities that prepare them for the role of reading specialist. Emphasized are self-developed projects that provide new leadership skills and abilities and the sharing of experiences. (Spring)

Research applications to reading. Criticism and evaluation of research in reading. Preparing, conducting and reporting research in reading. (Spring)

Registration open to MSE-Reading students who present an Independent Study/Related Readings contract with their registration.

Registration required in final term for applicants for the MSE-Reading degree. Pass/fail course.