EDRE - Education - Reading

This course introduces foundational constructs of reading instruction and early literacy development. Candidates will study the historical evolution behind scientifically-based reading research, analyze the essential components of literacy development, and examine methods for improving reading proficiency. Candidates will further examine the need to differentiate reading instruction for cultural and linguistic diversity. Candidates enrolled in this course are expected to complete a 10 hour field assignment aligned to stated course learning outcomes.

This course evaluates research-based instructional methods that improve student reading proficiency, including the use of differentiated reading instruction and the use of flexible groupings based on known student reading levels. A standards-based, differentiated approach to reading instruction is modeled for candidates, emphasizing the importance of student schema development through instructional scaffolding. Candidates enrolled in this course are expected to complete a 20 hour field assignment aligned to stated course learning outcomes. The field assignment must be completed at the elementary level.

This course introduces methods for improving student literacy through the integration of reading and writing instructional methodologies. Candidates will examine advanced literacy methods that foster health literacy habits and attitudes in beginning and emerging readers. This course requires candidates to complete a related 10 hour field assignment.

This course examines language development and reading skills acquisition with an emphasis given to Scientifically-Based Reading Research (SBRR). Candidates will examine the learning needs of cultural and linguistic diverse students and demonstrate the ability to design and deliver appropriate intervention that best support literacy development for these students. Candidates enrolled in this course are expected to complete a 20 hour field assignment aligned to stated course learning outcomes.

This course introduces candidates to the use of formative assessment tools frequently used to diagnose reading proficiency. Candidates will examine how formative assessment data from formative and diagnostic reading assessments can be used to prescribe general classroom reading interventions and to inform instructional decisions in the planning of reading instruction at the elementary level. Candidates are required to complete a 20 hour field assignment in the use of formative and diagnostic reading assessments.

This course examines teacher leadership commonly exhibited in the role of a literacy coach. Candidates will be introduced to literacy coaching methods and professional development strategies intended to improve classroom teacher efficacy with respect to literacy development and intervention. Candidates are required to complete a 20 hour field assignment in order to further examine the leadership attributes of an effective instructional coach.