College of Education - Department of Reading
Post Baccalaureate Program in Reading
Course Requirements
30 Total semester hours are required for program completion.
Sequence of Courses
Teaching Literacy (READ 30.280) or Teaching Reading Across the Grades (READ 30.515) must be taken before other reading courses.
| Undergraduate Courses | ||
| Area A: Reading Theory and Pedagogy | ||
| READ 30.280 | Teaching Literacy | 3 S.H. |
| READ 30.351 | Differentiated Literacy Instruction | 2 S.H. |
| ELEM 02.338 | Practicum in Mathematics and Literacy | 1 S.H. |
| READ 30.347 | Phonics and Spelling | 3 S.H. |
| READ 30.350 | Using Children’s Literature in the Reading/Writing Classroom | 3 S.H. |
| Area B: Application through tutoring | ||
| READ 30.421 | School Reading Problems * | 3 S.H. |
| READ 30.451 | Supervised Clinical Practice ** | 3 S.H. |
* Teaching Literacy (READ 30.280) or Teaching Reading Across the Grades ** School Reading Problems (READ 30.421) is a prerequisite for Supervised Clinical |
||
| Area C: Core/Supporting Courses | ||
| FNDS 21.230 | Characteristics of Knowledge Acquisition | 3 S.H. |
| SPED 08.130 | Human Exceptionality | 3 S.H. |
| READ 30.120 | Literacies in Today’s World | 3 S.H. |
| EDUC 01.272 | Teaching in Learning Communities II | 2 S.H. |
| SECD 03.350 | Teaching Students of Linguistic and Cultural Diversity | 1 S.H. |
| Graduate Courses | ||
| Area A: Reading Theory and Pedagogy | ||
| READ 30.510 | Teaching Reading Across the Grades | 3 S.H. |
| READ 30.520 | Content Areas Literacy | 3 S.H. |
| READ 30.530 | Teaching Reading to the Exceptional Child | 3 S.H. |
| READ 30.535 | Word Study: Phonics, spelling, and Vocabulary Instruction | 3 S.H. |
| READ 30.540 | Administration & Supervision of School Reading Problems | 3 S.H. |
| Area B | ||
| READ 30.550 | Diagnosis of Remedial Reading Problems | 3 S.H. |
| READ 30.560 | Correction of Remedial Reading Problems | 3 S.H. |
| READ 30.570 | Clinical Experiences in Reading | 6 S.H. |
| Area C | ||
| ELEM 02.539 | Contemporary Curriculum Processes/Elementary Language Arts | 3 S.H. |
| PSY 22.512 | Educational Psychology | 3 S.H. |
| PSY 22.586 | Psychology of Motivation and Learning | 3 S.H. |
| EDST 24.561 | Statistics in Educational Research | 3 S.H. |
| LIBR 01.502 | Survey of Children’s Literature | 3 S.H. |
| LIBR 01.503 | Survey of Young Adult Literature | 3 S.H. |
Course Descriptions
READ 30280: Teaching Literacy - 3 S.H.
Prerequisites: READ 30120 and EDUC 01272 or PHED 35286 or EDUC 01282 or EDUC 01284
A basic understanding of the reading process and its relationship to the other language arts is the focus
of this course. Topics pertaining to reading/writing instruction in grades K-12, ranging from emergent
literacy to comprehension of narrative and expository discourse are covered. There is an emphasis on
strategies for developing phonemic awareness, word recognition skills, fluency, vocabulary, and comprehension through various instructional settings and across all curricular areas. The importance of
literature-enrichment activities and making curricular connections is highlighted. Field component is
required.
READ 30351: Differentiated Literacy Instruction - 2 S.H.
Prerequisite: READ 30280
This course prepares teacher candidates to provide differentiated literacy instruction in diverse
classrooms with a wide range of developmental levels, instructional needs, interests, and backgrounds.
Teacher candidates will learn how to select, administer, and analyze various assessment tools to inform
instruction. Field experience is required.
ELEM 02338: Practicum in Mathematics and Literacy - 1 S.H.
Corequisites: ELEM 02336 and READ 30351 Prerequisites: ELEM 02319 and SPED 08316
This field experience course provides an opportunity for candidates in the Elementary Education
Specialization to practice their developing instructional skills once a week in a K-5 classroom setting.
Candidates will work with partners in assigned classrooms to assist with literacy and mathematics
instruction and to take the lead in developing and teaching lessons in literacy and mathematics.
READ 30347: Phonics and Spelling - 3 S.H.
Prerequisites: READ 30280 or REED 30280
This course prepares prospective teachers to blend evidence-based phonemic awareness, phonics, word
identification, and spelling instruction strategically into an integrated language arts approach to
teaching literacy. Major topics include the development of children's phonic/spelling knowledge; what
teachers should know about language; informal techniques to assess children's early literacy, word
identification, and spelling understandings; systematic and meaningfully applied instruction to meet
development, cultural, and linguistic differences; and communicating with parents and professionals
about phonics and/or spelling.
READ 30350: Using Children's Literature in the Reading/Writing Classroom-3 S.H.
Prerequisites: REED 30280 or READ 30280
This course prepares prospective teachers to integrate reading and writing in a language arts program
through the use of book selections that reflect quality writing in the genres typically found in children's
literature. The course will provide students with sufficient background and knowledge in children's
literature so that they may teach reading by using trade books, emphasizing process writing and
developing thematic units. Language, literacy, and learning will be enhanced by integrating children's
literature across the curriculum.
READ 30421: School Reading Problems-Writing Intensive - 3 S.H.
Prerequisites: READ 30351, COMP 01112 and READ 30347
In this course, students learn to teach struggling readers by applying their knowledge of literacy
instruction learned in prerequisite coursework. They use assessments and observations to identify
students' reading levels. Students are required to use on-going diagnostic teaching techniques to plan,
teach, and adjust instruction according to the needs and interests of struggling learners. Process writing
is used throughout.
READ 30451: Supervised Clinical Practice in Reading - 3 S.H.
Prerequisites: READ 30421 or READ 30350
Students in this course apply diagnostic, reflective teaching procedures in order to teach struggling
readers in a clinical setting. They select materials and instructional strategies that meet the specific
needs of the child. Emphasis is placed on on-going, diagnostic teaching that integrates the language arts
in instruction that adjusts to the needs and interests of struggling readers. Students will conduct
informal reading assessments at the end of the clinic session in order to write a formal report that
includes assessment data; students' strengths and needs; and recommendations to parents, classroom
teachers, and future tutors for further instruction.
FNDS 21230: Characteristics of Knowledge Acquisition - 3 S.H.
This course will focus on how human beings think, process information and acquire skills. Discussion
of learning philosophies and applications in a variety of settings will be addressed. Methods of inquiry,
reflection, motivation, creativity and critical thinking will be explored.
SPED 08130: Human Exceptionality - 3 S.H.
This general education course is designed to develop students' awareness and understanding of the
nature and needs of individuals with exceptionalities. It provides a lifespan perspective that will assist
students in better understanding and, hopefully, accepting and advocating for individuals with
disabilities. A field component is required.
READ 30120: Literacies in Today's World - 3 S.H.
This course will provide students with historical and cultural perspective of how and why people
acquire and use literacy to meet personal and societal needs. By viewing literacy through different lenses
students will acquire an understanding of the interrelationship of language, thought, and social practice.
EDUC 01272: Teaching in Learning Communities II - 3 S.H.
Corequisite: READ 30280 Prerequisite: EDUC 01270
This course provides in depth examination and practice of instructional planning and assessment in a
caring learning community. Candidates study viable learning community approaches where content -
rich, research-based, and culturally responsive teaching and democratic and inclusive practices are used
in caring learning environments. Candidates develop skills in objective, lesson, unit, and assessment
design. A field component is required.
SECD 03350: Teaching Students of Linguistic and Cultural Diversity 1 S.H.
Corequisites: ECED 23446 and ECED 23447 or ELEM 02445 and ELEM 02448 or ELEM 03435 and SECD 03436
The issues of inclusion form an integral part of a teacher preparation program. The schooling of all
children demands that diversity in multiple forms be addressed in the inclusive classroom, including
cultural and linguistic diversity. Knowledge about diversities and the performance of appropriate
instructional strategies are emphasized in this course, and attention is directed to the sensitivity needed
to assist the learning of students of linguistic and cultural diversity.
READ 30.510: Teaching Reading Across the Grades - 3 S.H.
READ 30520: Content Areas Literacy - 3 S.H.
This course is designed for reading and non-reading majors interested in increasing knowledge and
skills in teaching reading in the content areas. It is a required course for those seeking an M.A. in
reading. Instruction is provided in the developmental aspects of reading with little emphasis on
corrective or remedial practices. The content of the course may be oriented toward the subject matter
areas represented by the students enrolled in the course. Special emphasis is also given to developing
vocabulary, comprehension, and study skills as well as to assessing pupil ability to read content material
and to select suitable materials for instruction.
READ 30530: Teaching Reading to Exceptional Children - 3 S.H.
The primary purpose of the course is to present the philosophy of teaching reading to exceptional
children along with the appropriate methods and materials. Major topics include the nature and needs
of children who deviate from normal assessment of reading ability, emerging literacy, the role of parents
and the child study team, intervention strategies, settings for instruction, word recognition,
comprehension and study skill techniques appropriate for exceptional learners, adaptations of methods
and materials, and organizational patterns. This course may not be offered annually.
READ 30535: Word Study: Phonics, Spelling, and Vocabulary Instruction - 3 S.H.
This course develops understandings for teaching phonics, spelling, and vocabulary in integrated
language arts classrooms. The importance of knowing what to teach and when is emphasized. Major
topics include: the development of word knowledge from emergent literacy to adulthood, strategies for
instruction, the role of assessment, and parental involvement.
READ 30540: Administration and Supervision of School Reading Programs - 3 S.H.
The purpose of this course is to examine the role of the reading specialist in planning, developing,
supervising, and evaluating reading programs at all levels. Major topics include reading program budget
planning, components of an overall reading program, subsystems, special provisions, evaluating teacher
performance, planning and conducting in-service workshops, organizational patterns, planning and
preparing district materials, and selection and evaluation of commercial materials.
READ 30550: Diagnosis of Remedial Reading Problems - 3 S.H.
Students in this course will become aware of the factors which influence reading achievement. They
will learn to administer standardized and informal tests to individuals as well as to small groups.
Furthermore, they will recognize the need to modify some procedures for exceptional learners.
Throughout the course, the importance of on-going assessment will be emphasized. Finally, strategies
for interpreting and reporting test results will be delineated. As a course requirement, students will
administer selected tests to a student and summarize the results in a report.
READ 30560: Correction of Reading Problems - 3 S.H.
Students in this course become aware of factors that are considered when planning instruction for
readers experiencing difficulty. In planning lessons students design and adapt instructional materials,
develop computer-based teaching strategies, and implement instructional procedures in an integrated
language arts perspective. The course instructor supervises students as they use diagnostic teaching
strategies to instruct remedial readers in field-based settings.
READ 30570: Clinical Experiences in Reading - 6 S.H.
Students plan and execute reading lessons for groups of remedial readers. They integrate the results of
testing, observation and the assessment of reading-related factors in order to devise appropriate
sequences of corrective instruction. Students select and use varied teaching strategies, including
remedial techniques in order to adjust to the individual needs of their pupils. Following weekly
observations, students discuss their performance with the instructor. During the seminar portion of the
class, students learn to administer, interpret and evaluate diagnostic instruments. They are taught to use
corrective procedures which integrate the language arts and utilize computers.
ELEM 02539: Contemporary Curriculum Processes/Elementary Language Arts -3 S.H.
This course examines current theory and practice in the teaching of all of the language skills of the
elementary school. Criteria are developed for evaluating teaching practices in terms of today's demand
for improved and expanded communications skills. This course may not be offered annually.
PSY 22512: Educational Psychology - 3 S.H.
The dynamics involved in the process of learning are emphasized. An objective of the course is a
consideration of the ways psychology can be of value in facilitating the teaching-learning process. Such
topics as formulating objectives, motivation and evaluation of learning are considered.
PSY 22586: Psychology of Motivation and Learning - 3 S.H.
An intensive study of the basic theories of learning and current research in motivation and learning is
emphasized in this course. Stress is placed upon the significance of these theories and investigations for
educational practices.
EDST 24561: Statistics in Educational Research - 3 s.h.
LIBR 01502: Survey of Children's Literature - 3 S.H.
The course surveys literature for children from birth to age 14, including genre study, major authors
and illustrators, current trends in publishing, issues in criticism, electronic resources related to
children's literature, methods of promoting reading, teaching children's literature to children, and using
multicultural children's literature in classrooms and libraries.
LIBR 01503: Survey of Young Adult Literature - 3 S.H.
Students will consider the reading and media interests of young people ages 12-18 in view of current
information about adolescence in the United States. Topics covered include major genres, authors,
literary qualities, criticism and reviewing, awards, selection principles, censorship, and promotional
techniques for classrooms and libraries.
