Course Descriptions
Reading Education
RDG 203
Learner Development and Early Literacy
3 credits
In this course, teacher candidates develop a solid and comprehensive understanding of research-based instructional practices surrounding the pillars of the science of reading instruction: Oral Language, Phonemic Awareness, Fluency, Vocabulary, and Comprehension. Specifically, instruction includes a multi-componential instructional focus on all of the following components of evidence-based reading instruction: language acquisition, literacy development, phonological processing, phonics and word recognition development, spelling, fluency, and automaticity development, vocabulary development, text comprehension development, assessment administration, and interpretation, letter formation, orthographic processing, morphological awareness, structure of language, language-based learning disabilities, written expression, and interventions for struggling readers. Teacher candidates examine language and its relationship to developing literacy in English based on one's native language. Teacher candidates develop an awareness of social and cultural language differences, language acquisition of young children across cultural and linguistic groups, assessment and instructional strategies of language and communication, and facilitation of literacy about the six components of reading.
Prerequisite(s): EDU 102, EDU 203 OR ECE 105
RDG 302
Literature for Children
3 credits
This course is a study of literature for children, ages birth through grade 2, and is designed to introduce teacher candidates to a wide range of genres including classics and contemporary materials. Particular attention is given to diverse representations in children's literature and the importance that diversity and equitable representation in children's literature play in social and emotional development. In this course, teacher candidates utilize their knowledge of the major components of literacy and learner development to create literacy-rich learning environments with attention to student development, culture, and families. Candidates explore instruction connected to the Language Comprehension strand of Scarborough's Rope as they design activities to build vocabulary, text comprehension, and oral language. Candidates develop interactive read-aloud to develop morphological and phonological awareness in young readers. Candidates build activities to strengthen student's written expression as well.
Prerequisite(s): EDU 102, ECE 105
RDG 308
Diagnosis and Correction of Learning Differences in Reading
3 credits
The focus of this course is on the nature and causes of reading difficulties including phonological processing and phonological representations, word recognition deficits, and comprehension difficulties. The course also includes an examination of methods, techniques, and materials used in diagnosing and correcting reading-related difficulties. Attention is focused on the learner and interpretation of physiological, psychological, sociological, emotional, cultural, linguistic, and educational factors that influence reading achievement. Provisions are made for the identification, analysis, and interpretation of informal and formal measures of reading performance and the development of instructional strategies employed in the remediation process. Specific interventions connected to difficulties and disabilities will also be explored. Candidates are introduced to the issues faced by ELLs regarding assessment (i.e. accountability, bias, language proficiency, testing accommodations.) as well as methods for differentiation and support through language acquisition. Candidates will also learn indicators of and strategies to support learning with language-based learning disabilities including speech or language impairment, speech fluency, articulation/connected speech, intelligibility, receptive or expressive language, and voice quality.Prerequisite(s): EDU 102, EDU 203