rdg500 | Graduate
Scientifically Based Reading Instruction
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Reading Across the Grade Levels and Content Areas
- Select, administer, and interpret reliable and valid classroom screening measures to identify students at risk for reading difficulty.
- Identify and apply effective techniques for teaching concepts of print.
- Identify a research-based scope and sequence for teaching the alphabetic principle, phonological and phonemic awareness, phonics, and orthographic patterns for early readers and struggling readers.
- Identify and apply effective techniques for teaching and reinforcing alphabetic knowledge.
- Identify and apply effective techniques for teaching and reinforcing phonological and phonemic awareness.
- Identify and apply effective techniques for teaching and reinforcing oral language and listening comprehension skills.
- Identify phonics elements.
- Identify and apply effective techniques for explicit, systematic phonics instruction.
- Apply reading skills to effectively reading aloud to and with students.
- Explain the significance of writing and spelling for promoting phonemic awareness and phonics knowledge.
- Identify and apply effective techniques for teaching and reinforcing word identification skills.
- Select appropriate independent reading materials to match student reading performance.
- Explain the significance of reading fluency.
- Identify factors that may impact fluency.
- Identify and apply explicit and implicit oral passage reading techniques for increasing students’ reading fluency.
- Explain the importance of supported reading practice in increasing reading fluency and comprehension.
- Select, administer, and interpret formal and informal assessments for evaluating students’ reading fluency.
- Describe strategies to develop parent-school and school-community support to promote independent reading practice.
- Identify expectations for degree of fluency as reading skill develops.
- Identify and apply effective techniques for teaching and reinforcing metacognitive skills.
- Understand the relationships among listening comprehension, language comprehension, and reading comprehension.
- Explain the factors that influence reading comprehension.
- Identify and apply specific strategies for explicit research-based instruction to improve comprehension.
- Understand the knowledge and processes used in reading comprehension.
- Explain the comprehension difficulties posed by text structures associated with varied genres.
- Select, administer, and interpret formal and informal assessments for evaluating students’ comprehension.
- Specify effective techniques for increasing students’ comprehension of expository texts.
- Select and apply text comprehension strategies for literacy in the content areas.
- Summarize the scientific research on how oral and written vocabulary develops in first and second language learners.
- Define the characteristics of listening, speaking, reading, and writing vocabulary.
- Understand the role of morphology in written English.
- Identify and apply research-supported techniques for explicit and indirect instruction of vocabulary.
- Select, administer, and interpret formal and informal assessments for evaluating students’ reading vocabulary.
Assessment and Materials for Instruction
- Understand the organization of a “multi-tiered” schoolwide model for instruction and intervention.
- Examine commercially produced scientifically based reading assessments.
- Identify effective criteria to identify and to select reading texts and programs that meet diverse academic needs.
- Select, use, and interpret assessments of underlying reading skills to develop a plan for intervention and differentiated instruction.
- Examine scientifically based reading programs.
History and Foundations of Effective Reading Instruction
- Summarize the research conducted by the National Reading Panel (NRP).
- Explain the characteristics of scientifically based reading research.
- Differentiate between scientific research and non-scientific claims.
- Understand the purposes and the issues of different kinds of assessments.
- Examine the content of No Child Left Behind; Early Reading First and Reading First.
- Identify the Colorado Model Content Standards and Benchmarks for Reading and Writing and the Colorado Basic Literacy Act (CBLA) Reading Proficiencies for K-12.
- Understand the basic concepts of test selection, standardized administration, and interpretation.
The Writing Process
- Identify the steps of the writing process.
- Compare the stages of writing and reading development.
- Identify and apply effective classroom writing activities.
- Examine the use of effective writing rubrics.
- Describe effective assessments for evaluating students’ writing skills.
The Psychology of Reading
- Explain reading as a complex system of deriving meaning from print.
- Define the cognitive processes employed in skillful reading.
- Explain the contributions of neurobiological and environmental factors to reading and writing success and failure.
- Identify the stages of reading development.
- Define each of the five constructs of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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