Candidates review the theories and principles of student's language and literacy development from emergent to accomplished reading and writing. Candidates learn methods and strategies for teaching literacy to all learners including those with diverse learning needs. A major premise of the course is that literacy instruction is a decision making process, grounded in research and practically based framework. Candidates must demonstrate their ability to apply teaching strategies in literacy education with early childhood, childhood or middle school learners. Field observations and experiences are required and integrated into the course. This course is a prerequisite to EDLI 636 (Diagnosis and Remediation of Literacy Disorders) and EDLI 637 (Reading in the Content Areas).
Candidates examine the nature of literacy disorders present in early childhood, childhood and middle childhood students. They explore the possible causes and correlates of those problems including neurological, psychological, environmental, and educational factors. The primary focus of the course is the identification of literacy disorders and the development of effective, research-grounded remediation. Candidates explore both formal and informal assessment procedures including those that may best be classified as authentic measures. A major theme in this course is the availability of technological support for both assessment and intervention. Candidates are required to conduct a full literacy assessment and case study with an early childhood, childhood or middle childhood child who evidences reading and/or writing difficulty. Field observations and experiences are required and integrated into the course.
This course has been designed to provide the candidate with the knowledge and strategies for enhancing the literacy skills of learners in the content areas during middle childhood and adolescence education. Candidates are given the opportunity to learn about the process and artifacts of learning in subject matter areas. Candidates learn to use the classroom environment as a dynamic context for constructing discipline related meaning. Technology is integrated throughout the course as it contributes to broadening the scope of content area learning. A major theme through out the course is the needs of diverse learners as these needs effect the knowledge students bring to content literacy. Field observations and experiences are required and integrated into the course.