Reading - Elementary Education
RDNG 3003: Teaching Literacy Foundations
Prerequisite: Admission to Stage II of the Teacher Education Program.
The focus of this course is on the development of language and literacy of young children,
and specific techniques appropriate for emergent readers and developing readers in
the elementary grades, K-6. The aim of this course will be teaching all children to
read independently including struggling readers and ESL students. The course covers
issues relating to the socialization patterns and practices of literacy learning in
the home and school. It requires the application of knowledge of the Science of Reading
components: phonological awareness, phonics, vocabulary, fluency, and comprehension,
with an emphasis on the theories and strategies appropriate for teaching, diagnosis
of reading difficulties, and intervention strategies for struggling readers. A variety
of approaches to reading and writing instruction, assessment practices, and issues
in reading curriculum development will be addressed.
Note: A field experience is required in this course
RDNG 3163: Integrated Language Arts
Prerequisite: RDNG 3003 and Admission to Stage II of the Teacher Education Program.
Integrating language arts creates linguistic opportunities where literacy skills (reading,
writing, listening and speaking) can be used together for real purposes and real audiences.
Students in this course will explore, evaluate, create and apply a variety of integrated
literacy strategies and activities, which will enhance their own as well as their
future student's cognitive (critical thinking skills) and metacognitive (thinking
about thinking) language art skills.
Note: A field experience is required in this course
RDNG 4003: Literacy Assessment and Intervention
Prerequisite: RDNG 3003 and Admission to Stage II of the Teacher Education Program.
Co-requisite: ELED 4033
This course prepares teacher candidates to examine, assess and diagnose literacy development
for the purpose of instructional planning and interventions. Teacher candidates will
determine the nature of a reading problem by assessing the following components of
a comprehensive literacy program: Phonological awareness, phonics, fluency, vocabulary,
and comprehension. Candidates will investigate and practice applying a variety of
methods and tools for diagnosing and assessing literacy problems using both formal
and informal assessments. Data from the assessments will be used to analyze and evaluate
results for instructional planning appropriate for struggling readers and writers
with intervention strategies, activities, and technology that will monitor progress
and increase literacy skills. A practicum will be required as part of the course of
study in which students will assess, diagnose and teach students with reading and
writing difficulties.
Note: A field experience is required in this course
RDNG 4013: Child and Adolescent Literature
Prerequisite: Admission to Stage II of the Teacher Education Program.
Co-requisite: RDNG 4003
A study of issues and trends in literature for children/adolescents and its current
practices in teaching literacy and other curricular practices.
Note: A field experience is required in this course
RDNG 4023: Disciplinary Reading and Writing
Prerequisite: Admission to Stage II of the Teacher Education Program.
Disciplinary literacy focuses on literacy skills in the content areas emphasizing
the knowledge, skills and strategies unique to the various content areas focusing
on the unique ways of thinking, knowing, and doing and the characteristic unique to
the various disciplines (math, social studies, science, etc).