rdg539 | Graduate
Reading Skills And Practicum (K-8)
This graduate-level course is 6 To enroll, speak with an Enrollment Representative.
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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.
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