Course Description Listing


RDGED- 382 Content Area Reading (2.00 cr.)
Repeatable: No
Theoretical foundations, policy and issues impacting content area reading. Evidence based strategies for assessing and building background knowledge, developing vocabulary and comprehension, integrating writing, selecting appropriate content area texts and materials, assessing students' reading ability, and addressing needs of diverse students and struggling readers.

Prerequisites: Completion of Benchmark I and EDUC-303

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RDGED- 414 Literacy Instruction and Assessment in the Primary Grades (5.00 cr.)
Repeatable: No
Balanced approach to scientifically based literacy instruction in the primary grades to include theoretical frameworks of literacy learning, program organization, effective instructional strategies, assessments, and informal evaluation techniques as related to instructional planning. Phonemic awareness, phonics, word study, fluency, comprehension, and vocabulary instruction.

Prerequisites for BS ECE students: ECE-421, ECE-435, and ECE-480 Prerequisites for BS Spec Ed students: completion of Benchmark I

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RDGED- 582 Content Area Reading (2.00 cr.)
Repeatable: No
Theoretical foundations, policy and issues impacting content area reading. Evidence based strategies for assessing and building background knowledge, developing vocabulary and comprehension, integrating writing, selecting appropriate content area texts and materials, assessing students' reading ability, and addressing needs of diverse students and struggling readers..

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RDGED- 614 Literacy Instruction and Assessment in the Primary Grades (5.00 cr.)
Repeatable: No
Balanced approach to scientifically based literacy instruction in the primary grades to include theoretical frameworks of literacy learning, program organization, effective instructional strategies, assessments, and informal evaluation techniques as related to instructional planning. Phonemic awareness, phonics, word study, fluency, comprehension, and vocabulary instruction.

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RDGED- 701 Developmental Reading K-12 (3.00 cr.)
Repeatable: No
Concepts, methods, research, and historical developments that form the foundations of teaching reading. Pedagogical considerations, including general conditions for learning to read and write; developmental phases of reading; principles of good reading instruction; development of a personal philosophy about teaching reading as a reflective practitioner.

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RDGED- 702 Reading In The Content Areas K-12 (3.00 cr.)
Repeatable: No
Research-based teaching methods, study strategies, and technology focusing on the abilities to use language processes (reading, writing, speaking, listening) to learn subject matter across the curriculum. Consideration will be given to individual differences among readers in relationship to the cultural and political aspects of content literacy.

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RDGED- 703 Children's Literature In the Reading Program (3.00 cr.)
Repeatable: No
Evaluation, selection, and teaching of literature in the elementary school language arts program with a focus on historically significant books, authors and illustrators writing for today's young readers.

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RDGED- 704 Young Adult Literature In The Reading Program (3.00 cr.)
Repeatable: No
Designing strategies to build an appreciation of literature, motivating life-long readers, and using literature to encourage critical thinking across the curriculum. Topics include the nature of teen-age readers, genres of young adult literature, and its use in classroom curriculum.

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RDGED- 705 Instructional Techniques: Students With Reading Difficulties (3.00 cr.)
Repeatable: No
Integration of psycholinguistic theory into an interactive strategic model of remedial interventions based on the foundational research of literacy acquisition in a community environment. Integrating reading, writing and spelling into an effective and viable program for struggling readers and special populations, including the learning disabled.

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RDGED- 706 Assessment And Evaluation Of Language And Reading Development (3.00 cr.)
Repeatable: No
Interrelationship of assessment and evaluation to literacy development including current research in reading and language arts practices. Selection, administration and interpretation of formative and summative literacy assessments for the purpose of evaluating reading and language processes.

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RDGED- 707 Reading Teacher Practicum (3.00 cr.)
Repeatable: No
Practicum in teaching individual students, grades 1-12, with reading difficulties. Assessment of the reader's strengths and needs is followed by the implementation of individualized instruction designed to assist the child to become a better reader.

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RDGED- 720 Leading and Directing the Reading Program (3.00 cr.)
Repeatable: No
Using theory, research data, evidence and organizational change principles to develop, lead, evaluate, and improved PK-12 literacy and professional development programs. Leadership in developing and promoting effective literacy programs for all students is emphasized.

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RDGED- 721 Supporting Literacy Instruction (3.00 cr.)
Repeatable: No
Supporting teachers in learning about effective literacy instruction through coaching, consultation, and ongoing professional development. Special attention will be given to analyzing data and mastering the complexities of observing, modeling, and providing feedback to teachers.

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RDGED- 722 Reading Specialist Field Experience (3.00 cr.)
Repeatable: No
Supervised school-based practicum in reading program implementation and evaluation. Emphasis is directed toward developing coaching practices, planning professional development programs, and facilitating evidence-based reading programs.

Prerequisites: Take RDGED-720 and RDGED-721

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