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Course Descriptions
Reading Education
MRD 7801
Language Development
3 credits
This course is a detailed study of the relationships of language to reading. Social and cultural language differences and similarities, theories of language acquisition, and the complexity of language are emphasized. Assessment and intervention strategies of language delays/deficiencies are included. Socio-psycholinguistic theories and metacognition are major components of this course.
MRD 7802
Process and Acquisition of Literacy
3 credits
The relationship of early language development, growth and development of the brain, processing skills, and early aesthetic and kinesthetic experiences to developing literacy (reading and writing) is studied. Social and cultural language differences, language acquisition, metacognition, critical periods of brain development, cognitive theory, and experiences which contribute to and are indicators of readiness for reading will be emphasized. The relationship of early literacy experiences to stages of development of receptive and expressive language is linked to instruction. Clinical observation and study of children's language and literacy levels are required.
MRD 7803
Strategies and Materials for Teaching Reading and Writing
3 credits
Students study the rationale for and implementation of integrated language arts and writing programs. Emphasis is on strategies and techniques that develop decoding/word recognition skills and automaticity, oral and silent reading fluency, word study and vocabulary knowledge, reading comprehension skills, methods for self-monitoring, questioning, and reading enjoyment. Students explore materials used to implement balanced literacy programs. Establishing objectives, including critical thinking, evaluative criteria, and appropriate evaluation techniques for assessing progress are studied.
Prerequisite(s): MRD 7801 and 7802
MRD 7804
Literature and Non-Fiction Books/Materials for Children and Adolescents
3 credits
Students examine children's and adolescents' literature for its own sake and its relationship to art, music, drama, and dance. Students will gain experience in identifying a wide array of non-fiction books and how to apply these resources in language arts and related areas. Students will be asked to effectively incorporate literature, non-fiction materials, and fine arts into integrated curricula. Another focus in this course is to explore techniques to select and evaluate instructional and recreational reading materials. Student focus is also on enabling children and adolescents to enjoy literature and non-fiction materials and to acquire positive reading habits as independent readers.
MRD 7805
Strategies and Techniques for Teaching Reading in the Content Areas
3 credits
Theories of the reading process and reading to learn in content areas are explored. Emphasis is upon practical strategies and techniques for acquiring knowledge through reading in a variety of subject areas. Students will demonstrate strategies and techniques to develop comprehension, critical thinking, vocabulary, study and organizational skills, and fluency/reading rate in content areas. Reading strategies for during reading as well as before reading and after reading strategies, and student self-monitoring techniques will be examined and applied as they relate to science, mathematics, and social studies content.
MRD 7815
Application of Strategies for Teaching Content Area Reading
5 credits
Theories of the reading process and reading to learn in content areas are explored. Emphasis is upon practical strategies and techniques for acquiring knowledge through reading in a variety of subject areas. Students will demonstrate strategies and techniques to develop comprehension, critical thinking, vocabulary, study and organizational skills and fluency/reading rate in content areas. Reading strategies for before, during, and after, as well as students' self-monitoring techniques will be examined and applied as they relate to content areas. Additionally, this course requires 12 hours in school-based settings. The majority of time will be used to observe and reflect upon instruction and the use of reading strategies and techniques in the content areas. At least half of the observation time must be in grades seven and above. Further application of assessment and correction strategies as applied in content areas is required. In preparation for reading coach/mentor responsibilities, candidates will prepare and present a professional development program to their classmates or in a school based setting if possible.
Prerequisite(s): MRD 7801, MRD 7802, MRD 7804
MRD 7901
Diagnosis/Assessment of Rdg Difficulties for Non-Rdg/Lit Maj
3 credits
The nature of reading problems, and the methods, techniques, and materials used in diagnosing and remediating reading-related difficulties are studied in detail. Attention is focused on the learner, and the interpretation of physiological, psychological, sociological, and educational factors which influence reading achievement. Provisions are made for the identification and analysis of reading problems, the interpretation of informal and formal measures of reading performance, and for the development of instructional strategies employed in the remediation process.
Prerequisite(s): MRD 7801
MRD 7902
Diagnosis and Correction of Reading Difficulties II
3 credits
Diagnosis and correction of literacy difficulties require knowledge and expertise in the areas of growth and development, sequence of reading skills, test administration, drawing diagnostic conclusions based upon testing, background information, and observation. Appropriate assessment instruments must be mastered and administered. A formal report of the results of the assessment will be completed and shared with the students' teachers and parents as well as appropriate specialists. A detailed plan for the correction of the students' reading difficulties must be completed and implemented. Follow-up assessment and reporting after implementation of the plan is also required. Competencies will be demonstrated via two case studies and assessing and teaching a small group of students.
Prerequisite(s): MRD 7805, MRD 7901
MRD 7903
Diagnosis and Correction of Reading Difficulties
6 credits
Diagnosis and correction of literacy difficulties requires knowledge and expertise in the areas of growth and development, test administration, drawing diagnostic conclusions based upon data, background information and observation. Toward that end, the nature of reading problems and methods, techniques, and materials used in diagnosing and remediating reading-related difficulties are studied in detail. Attention is focused on the learner and interpretation of physiological, psychological, sociological, and educational factors which influence reading achievement. Provisions are made for the identification, analysis and interpretation of informal and formal measures of reading performance and for the development of instructional strategies employed in the remediation process. Appropriate assessment instruments must be mastered and administered. A formal report of the results of the assessment will be completed and shared with the students' teachers and parents as well as appropriate specialists. A detailed plan for the correction of the students' reading difficulties must be completed and implemented. Follow-up assessment and reporting after implementation of the plan is also required. Competencies will be demonstrated via two case studies and assessing and teaching of the two students and simulations.
Prerequisite(s): MED 7705, MRD 7801, MRD 7802, MRD 7803, MRD 7804
MRD 7920
Practicum in Reading
6 credits
This practicum is a six hour course and is designed to prepare candidates for reading specialist and reading coach/mentor responsibilities. Candidates will complete activities to prepare them to professionally journey beyond the classroom. The course includes further application/design of assessment programs and correction strategies for K-12 students, self evaluation of the candidate's teaching of reading effectiveness, observation and peer conferencing of other Language Arts teachers, and interviews of school based and district level reading personnel. The student needs to define roles and responsibilities, research and prepare a reading curriculum for the candidate's school, research and write parent involvement strategies for K-12 students, prepare multi-ethnic and multicultural school based programs, write a state/organizational grant and explore/discuss simulations of activities/problems encountered serving as a reading specialist/resource person.
Prerequisite(s): MED 7705, MRD 7801, MRD 7802, MRD 7803, MRD 7804, MRD 7805, or MRD 7815, (MRD 7901 and MRD 7902) or MRD 7903
MRD 7921
Practicum in Content Area Reading
3 credits
This practicum requires class time as well as a minimum of 50 to 100 hours in school based settings. The majority of time will be used to observe and reflect upon instruction and the use of reading strategies and techniques in the content areas of math, science, and social studies. At least one half of the observation time must be in grades seven and above. Further application of assessment and correction strategies as applied in content areas is required. In preparation for reading coach/mentor responsibilities, candidates will prepare and present a one hour professional development program to their classmates or in a school based setting if possible.
Prerequisite(s): MED 7705, MRD 7801, MRD 7802, MRD 7803, MRD 7804, MRD 7805, MRD 7901 and MRD 7902 or MRD 7903
MRD 7950
Seminar in Reading Research
3 credits
Students read and analyze research in the area of reading. After critical analysis, students draw conclusions about the body of knowledge in reading as a discipline. Application of research for improved literacy is emphasized. Students will conduct research that utilizes a range of methodologies. Promoting and facilitating teacher and classroom-based research are major focuses.
Prerequisite(s): MRD 7801, MRD 7802, MRD 7803, MRD 7804, MRD 7805, MRD 7815, and MRD 7903