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EDTE 5200—Foundations of Reading Instruction (3 credit hours)
This course focuses on the historical, theoretical, and research foundations underlying the reading process and the teaching of reading. Candidates examine foundational theories of learning that have impacted our understanding of teaching and learning as well as specific theories of the reading process and the instruction of reading. There is a major emphasis on past and current research that has an impact on our understanding of the reading process and reading instruction. Instructional reading programs and different reading lesson plans are examined, from an historical perspective, for their adherence to theory, research, and best practices.
EDTE 5260—Secondary Reading Instruction (3 credit hours)
This course is a presentation of materials, methods, and techniques of secondary reading instruction for teaching adolescent learners of various abilities. There is an emphasis on the diagnosis of reading difficulties and the adaption of materials and teaching methods for content area instruction. As in EDTE 5220 & 5230, the candidates will diagnose, plan and implement appropriate instruction based on the diagnosis, and prepare a case study of the work done and recommendations for further work. In this case, candidates will work with a student from between the 8th-12th grades.
EDTE 5220—Diagnosis: Reading/Language (3 credit hours)
This course emphasizes the diagnosis of reading strengths and needs in children. Candidates will work with a child in the K-3rd grade. Candidates will diagnose a child’s reading strengths and instructional needs and develop appropriate instruction based on assessment findings. There is a strong emphasis on an assess, plan, teach cycle. Candidates will complete a case study of the student with whom they are working. The case study is to be shared with the student’s parents/guardians and current classroom teacher.
EDTE 5230—Reading/Language Laboratory (3 credit hours)
This course continues an emphasis on diagnosis but with older students. The candidate continues working with a student, but this time one from between the 4th-8th grade. As in EDTE 5220, the candidate identifies student’s strengths and needs and plans appropriate instruction. He candidate will write a case study describing the student’s literacy strengths and needs, what instruction was conducted, the growth of the student’s literacy development, and recommendations for further work.
Candidates are expected to participate in supervised tutoring of children during three of the five courses. She/he will work with a child from three different age groups: Early Childhood, Middle Childhood, and Adolescent to Young Adult. Candidates may work with a child from his/her classroom or from a different classroom within the school or district in which she/he is teaching. If the candidate is not currently teaching, he/she will need to be able to find a child to work with for each of the three courses requiring tutoring.
Coaching is also a strong component of the program. Candidates will be required to gain experience working with other teachers to conduct professional development. These coaching experiences can involve a variety of experiences from meeting with teachers to discuss the literacy needs within their school, conducting professional study groups with a small group of teachers, demonstrating new strategies for different teachers, helping with the assessment and planning for students in a colleague’s classroom, analyzing the literacy program and needs of a specific grade level, and/or planning and conducting a set of professional development sessions for a group of teachers.
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