rdg539 | Graduate
Reading Skills And Practicum (K-8)
This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative.
topic title goes here
Emergent Literacy, 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 K–8.
- 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.
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.
- 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.
- 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.
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.
The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
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.