Modern Developmental Reading is a foundation course in the masters reading program. The focus of the course is the development of teaching skills that support a scientific base to teaching reading.
In this course, candidates will explore the processes, interactions, and materials associated with literacy instruction and learning in the content areas through application and reflection. More specifically, candidates will consider how to connect reading, writing, listening, speaking, and visualization through the use of an instructional framework; and the will use instructional strategies designed to support learners’ efforts to use language to learn across the curriculum.
CIRG 615 Writing in the School Curriculum investigates traditional and electronic writing within the framework of an integrated, balanced literacy framework. Participants will examine different ways of engaging literacy processes to develop aesthetic and expository texts in different instructional settings, identify the developmental milestones of efferent and aesthetic writing, examine process assessment tools and procedures, and assess the impact of technology on writing and literacy.
Literacy acquisition is a foundation course open to professionals whose interests require understanding of the process involved in becoming literate.
In this course, candidates will be asked to plan for literacy instruction with technology as well as use technology in relation to their instructional efforts. With respect to planning and use, there will be an emphasis on the Internet as well as educational software designed to support student reading and writing development. Students will also have opportunities to evaluate educational software programs.
Study and the causes of reading difficulties, diagnostic devices and techniques, and theory related to assessing literacy development.
Experiences in analyzing diagnostic test results, preparing diagnostic reports, and selecting appropriate materials and procedures to meet specific reading needs.
CIRG 643 is a practicum where struggling readers are assessed and instructed. Candidates’ support is provided to assure student learning. The tutorial sessions are enriched by staffing, planning, and professional development.
CIRG 623 Reading Instruction for Literacy Facilitators: A Practicum explores and demonstrates the various leadership roles required for successful literacy programs. Candidates will develop a portfolio that contains “evidence” of three major leadership roles identified by the International Reading Association; these are:
1. Resources available to classroom teachers, administrators, and parents.
2. Staff development: Coordination and implementation
3. Literacy program development, coordination and evaluation
This web-based course is designed to explore problems and issues in literacy, K12, with reference to professional literature and professional practice. Participants are expected to show that they are informed of current issues in literacy. This knowledge will be demonstrated in online discussions that emphasize writing to learn. A central component of this course is an action research project that links professional practice with relevant theory.
Two electives, chosen in consultation with the program advisor.