rdg539 | Graduate

Reading Skills And Practicum (K-8)

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This course provides an overview of current instructional approaches and theories regarding the teaching of reading for K-8 classroom teachers. Participants examine literacy as it relates to emergent readers, struggling readers, and English language learners. The topics of decoding, vocabulary, phonics, phonology, fluency, and comprehension are explored. Emphasis is placed on acquiring new strategies for instruction and assessment, which are practiced during the course practicum.

This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

topic title goes here

    Emergent Literacy, Struggling Adolescent Readers, and English Language Learners

    • Summarize the basic concepts of emergent literacy.
    • Describe the interrelationship between cognitive development, metalinguistic awareness, and literacy acquisition.
    • Recommend instructional strategies and activities for early literacy acquisition.
    • Analyze the relationship between oral language development and literacy development.
    • Identify the characteristics of struggling adolescent readers.
    • Explain factors that predispose students to literacy difficulties.
    • Analyze critical issues for organizing and delivering instruction to struggling adolescent readers.
    • Describe the specific literacy needs of English language learners in grades K–8.

    Decoding, Vocabulary, and Fluency

    • Select appropriate approaches for decoding instruction and assessment, including phonics and structural analysis, for students in grades K–8.
    • Recommend techniques for vocabulary development for students in grades K–8.
    • Determine best practices for developing and assessing reading fluency for students in grades K–8.

    Comprehension

    • Explain how schema theory relates to reading comprehension.
    • Recommend pre-reading, during-reading, and post-reading activities that support reading comprehension for students in grades K–8.
    • Model how awareness of text structure and genre facilitates comprehension.

    Development of Literacy in Content Areas

    • Determine techniques for developing comprehension and study skills in the content areas for students in grades K–8.
    • Recommend approaches for developing students’ academic language in grades K–8.

    Instructional Approaches and Theories for Grades K-8

    • Explain how models of reading are reflected in classroom practice.
    • Justify integrated language approaches for students.
    • Propose modifications and accommodations to instruction and assessment for struggling readers, culturally and linguistically diverse learners, and students with disabilities.
    • Describe the characteristics of differentiated instruction in a K-8 literacy program.
    • Describe a literacy continuum for early literacy, early elementary, upper elementary, and middle school students, including struggling readers.

    Assessment

    • Compare the types and purposes of literacy assessments for students in grades K-8.
    • Analyze the results of an Informal Reading Inventory administered to a student in grades K-8.
    • Identify critical issues for the assessment of emergent readers, struggling readers, and English language learners.
    • Communicate the results of an Informal Reading Inventory to identified stakeholders.
    • Plan evidence-based interventions, based on assessment results.
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