2017-2018 Graduate Studies Catalog

85 resources in order to design effective literacy instruction for all students at the levels of early childhood through grade 12. Instruction for English Language Learners and theoretical foundations of literacy will also be covered. READ 6308 Assessment and Instruction I: The Emergent Reader (3-3-0) Students will learn the interrelated components of beginning reading, including oral language, phonological and phonemic awareness, alphabetic principle, word analysis, and concepts ofprint, and develop expertise in reading instruction at the primary level. Students will learn how to administer appropriate reading assessments for the emergent reader and use the results to design, inform, and adjust instruction to promote literacy. READ 6309 Assessment & Instruction II: The Developing Reader (3-3-0) Students will learn the interrelated components of comprehension, fluency, vocabulary development, oral/written language, and word analysis. Students will learn how to administer appropriate reading assessments for the intermediate/middle school or high school level, to design, inform, and adjust instruction to promote literacy. READ 6310 Directing Reading Instruction (3-3-X) Students are required to demonstrate proficiency in promoting parent and community involvement, coordinating literacy efforts among school personnel, and serving as mentors for lessexperienced teachers, through building mentoring relationships, guiding reflective conversations, and supporting literacy instruction. READ 6312 Child and Young Adult Literature (also GIED 6312) (3-3-0) Includes an exploration of the various genre of quality literature written for elementary, middle school, and secondary age students. Attention is given to award-winning literature, research, thematic integration, and instructional strategies designed to enrich all content areas while developing an enthusiastic, lifetime appreciation of children’s and young adult literature. READ 6315 The Reading Specialist (3-3-0 Guides students to develop professional knowledge and leadership. The student will be assisted to learn how to plan and implement a developmentally appropriate research-based reading/literacy curriculum for all students, collaborate and communicate with educational stakeholders, and participate and take a leadership role in designing, implementing and evaluation professional developmental programs. READ 6319 Assessment and Instruction III - The Disabled Reader Students will learn the interrelated components of phonological awareness, phonics, fluency, vocabulary, comprehension, and oral/written language as they pertain to struggling and disabled readers. Students will learn how to administer formal reading assessments for the purpose of diagnosing reading disabilities and use the results to design, inform, and adjust reading instruction. Emphasis will be given to identification and treatment of reading difficulties, dyslexia, and reading disabilities. *See Gifted and Talented for Education course descriptions

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