rdg541 | Graduate

Reading Skills And Practicum (6-12)

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This course provides an overview of current approaches and theories regarding the teaching and assessment of reading for 6-12 classroom teachers.  Participants examine literacy as it relates to struggling readers and English language learners. The topics of decoding, vocabulary, fluency, and comprehension are explored. Emphasis is placed on acquiring new strategies for teaching, evaluating, coaching, mentoring, and intervening in areas of literacy, 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

    Instructional Approaches and Theories for Grades 6–12

    • Describe the characteristics of differentiated instruction in a 6-12 literacy program.
    • Describe a literacy continuum for middle school and high school students, including struggling readers.
    • 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.

    Assessment

    • Compare the types and purposes of literacy assessments for students in grades 6-12.
    • Analyze the results of an Informal Reading Inventory administered to a student in grades 6-12.
    • Identify critical issues for the assessment of 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.

    Development of Literacy in Content Areas

    • Recommend approaches for developing students’ academic language in grades 6–12.
    • Determine techniques for developing comprehension and study skills in the content areas for students in grades 6–12.
    • Explain intervention methods for struggling readers in the content areas.

    Struggling Adolescent Readers and English Language Learners

    • 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 6–12.

    Decoding, Vocabulary, and Fluency

    • Select appropriate approaches for decoding instruction and assessment, including phonics and structural analysis, for students in grades 6–12.
    • Recommend techniques for vocabulary development for students in grades 6–12.
    • Determine best practices for developing and assessing reading fluency for students in grades 6–12.
    • Identify appropriate methods of intervention when students struggle with decoding, vocabulary, and fluency.

    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 6–12.
    • Model how awareness of text structure and genre facilitates comprehension.
    • Identify coaching and mentoring techniques to support comprehension assessment and instruction.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

    Please ask about these special rates:

    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

    Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.

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    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.