500

This course introduces foundational constructs of reading instruction and early literacy development. Candidates will study the 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 diverse learners. 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. Candidates will study the historical evolution and theoretical foundations of reading instruction, comparing the various approaches with the latest scientific research on reading. A standards-based, differentiated approach to reading instruction includes strategies for phonics, decoding, and fluency. 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 for both narrative and expository texts. Candidates will examine and implement advanced literacy methods that develop strong literacy skills and higher cognitive thinking. This course requires candidates to complete a related 10 hour field assignment.

This course examines language development and reading skills acquisition with an emphasis on identifying and remediating the specific cultural, academic, and linguistic needs of diverse students. Candidates will examine the learning needs of these students and demonstrate the ability to design and implement interventions that best support literacy development. 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 summative and formative assessment tools frequently used to diagnose reading proficiency. Candidates will examine how to interpret assessment data and how to use this data to inform instructional decisions and prescribe general classroom, small group, and individual reading interventions. 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.