A survey of research and practice which facilitates students' literacy skills in the content areas. For K-12 content area teachers of art, dance, physical education, foreign language, music and theatre.
Diagnostic and prescriptive modes of teaching reading to adults, based on the physical, psychological, intellectual, and social characteristics of the adult learner.
Preparation of materials for teaching basic reading skills to adults and practicum experiences in teaching adults to read.
Study of the various phases of reading in their relation to a modern program of education and the place of reading in the curriculum. Emphasis on modern practices in the classroom teaching of reading.
The place of reading instruction in high schools, the programming of special services in reading instruction, methods of teaching basic and developmental reading skills, and case studies of programs. Demonstrations of tests and devices.
An overview of reading and its curriculum implications: grades K-12 and adults. Emphasis is placed on current trends and issues and related methodologies.
Integrating appropriate literature into traditional and alternative reading programs. Identifying appropriate literature for classroom use and recreational reading. Use of literature as a means of developing and reinforcing reading skills.
A survey of analysis of electronic and non-print media themes and messages aimed at youth, with special emphasis on design and implementation of curricula for enhancing children’s media literacy.
An active and reflective experience of process writing within multiple genres and multimodal literacies with classroom applications.
Designed to familiarize students with research findings and theories in psychology as they relate specifically to the process of learning to read. Topics will range from perception, learning theory, and personality theory to the implications of cultural differences and language factors as they affect both the child’s learning to read and the teacher’s effective facilitation of this learning.
An overview of major theoretical, conceptual, and historical foundations in literacy and their curricular implications. Emphasis is placed on actively analyzing current trends and related methodologies.
Demonstration and critical evaluation of teaching strategies and materials in reading.
Seminar and supervised one-on-one field experience focusing on assessing and meeting the needs of individual children as readers with emphasis on at-risk children.
A survey of the strategies and materials which facilitate students’ reading and writing skill in the content areas. For P-12 reading education and content area teachers.
Overview of assessment theory and practice; the reading/writing processes and the curricular implications across content areas.
Survey of the strategies and materials which facilitate students’ reading and writing skill in the content areas.
Classroom, school, and district literacy curriculum will be explored through multicultural and global literature.
An overview of inquiry-based teaching and learning within literacy instruction. Affiliated field experience will occur with a focus on assessing and meeting the needs of small groups of students.
Coaching principles and strategies related to improvements and innovations in classrooms and in literacy instruction. Emphasizes working with teachers in classrooms to bring about educational reform and improvements in teaching and literacy instruction.
Developing as a literacy leader within school and district contexts through: engagement in effective collaboration; design, management, and evaluation of professional learning; design, management, and evaluation of family and community outreach.
An introduction to the concepts of linguistics specifically for preK-12 educators. Topics include syntax, morphology, semantics, pragmatics, and first and second language acquisition theories.
A survey course focused on English for Speakers of Other Languages (ESOL), including a focus on different theoretical principles and approaches within various learning context as they concern preK-12 learners.
This course surveys research on the mental processes and linguistic contexts involved in reading and writing in a second language. Pedagogical implications for elementary, secondary, and postsecondary learners are discussed.
Cross-listed course: LING 796
Seminar and supervised one-on-one field experience focusing on accessing and meeting the needs of English learners including approaches to classroom-based assessments in ESL, bilingual education, and preschool-grade 12 classrooms.
This course will engage students in the examination and creation of research and theory that support curriculum design and materials development for the ESOL classroom.
Impact of theories of teaching, learning, and texts on literacy instruction; social, historical, political, and cultural influences on literacy.
Issues of literacy from a variety of critical stances such as democratic values, gender roles, and multiculturalism.
Internship in diagnosis and instruction of disabled, corrective, and developing readers to include supervision of graduate students enrolled in practica in reading, parent training, and program administration. Limited to advanced graduate students. May be repeated one additional time in a different supervisory setting for a maximum of six hours.
Research and theory, emphasizing the role of the reader’s response in the reading process.
Perspectives from psychology and sociocultural theory as they relate to literacy learning and research in literacy learning.
A review and critique of qualitative perspectives on language and literacy research.
Intensive study of a designated topic influencing theory and/or practice in language and literacy education.
Peircean semiotics and the implications of such for language and literacy education.
Theoretical frameworks and the relationship between current and classic studies in language acquisition.
Conceptual frameworks, findings, and connections among current and classic studies in emergent literacy; implications for further research.
Current theories of gender identity in relationship to literacy education.
Placement in an agency or higher education setting to gain supervised experience in literacy program planning and/or research. May be repeated once for a total of 6 hours.