12 courses with the subject READ, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
READ 721Dyslexia and Structured Literacy
This graduate course is designed to provide the historical perspective of language-based learning differences and dyslexia in the content of literacy programs involving reading, writing, spelling and handwriting. Within this framework, the neurological basis of oral and written difficulties will be given particular emphasis. Candidates will examine the research of evidence-based multi-sensory teaching methods and instructional practices in accordance with the National Reading Panel and the International Dyslexia Association and the implementation of assistive technology in literacy instruction. Candidates will demonstrate competence in planning explicit lessons for students with reading difficulties, grades K-6. Students will also plan effective, evidence-based scaffolds and supports for students with English Language barriers.3 credits
READ 722Critical Components of Phonological Awareness
This course is designed to provide candidates with the foundational elements of the speech sounds of English. This course will introduce various stages of phonological and phonemic awareness development. Phonological awareness is a critical cognitive/linguistic skill that is needed to store words for immediate, effortless retrieval. Through research-based readings, practical case studies, and peer discussions, students will learn to administer phonological awareness assessments, design and implement evidenced based instructional strategies that strengthen students' skills in phonological and phonemic awareness, and identify work of leading researchers in the field of structured literacy. 3 credits
This hybrid graduate course will delve deep into meaningful understanding and direct application of the elements of word recognition: the challenge of learning to read, the speech sounds of English, teaching beginning phonics, word recognition, and spelling, and teaching advanced decoding, spelling, and word recognition. A strong emphasis will be placed on the critical underlying research that is aligned to the Knowledge and Practice Standards for Teachers of Reading (Moats et al., 2010), the Elements of Effective Instruction (Florida Center for Reading Research, 2006), and Classroom Reading Instruction that Supports Struggling Readers: Key Components for Effective Teaching (Denton, n.d.). In this course, participants will complete 16.5 hours of embedded practicum work with one K-4 student with word-level reading difficulties. These practicum hours will take place across 7 to 8 weeks, averaging approximately 2.25 hours/week. Some lessons will be video recorded by the candidate and submitted for review. Post-lesson conferencing will take place between the candidate and the practicum supervisor. Students will also plan effective, evidence-based scaffolds and supports for students with English Language barriers.
In this hybrid graduate course students immerse themselves in the theory and practice of teaching writing, grades PreK-12. Essential to the course is the concept of teacher as writer. The ability to articulate and apply the qualities of writing as a writer is directly related to the ability to teach the qualities of writing to writers. Students will write in multiple genres to experience the act of writing in relation to how it informs our teaching. Course content includes the elements that comprise skilled written expression, utilizing mentor texts, incorporating pre- and post-assessments, the writing process, conferring, setting goals and striving to meet those goals, and establishing voice. Students will differentiate writing instruction with emphasis on growth and development. In this course, candidates will complete 10.5 practicum hours working with students in grades 3-8. Students will also plan effective, evidence-based scaffolds and supports for students with learning difficulties and English Language barriers.
This hybrid graduate course will focus on developing the skills necessary to read closely, annotate, infer, analyze text from multiple sources, and synthesize information gathered. Work will be actualized through effective discourse and evidence-based written analysis and articulation. Through close reading, writing, and discussion of texts from a variety of genres and grade levels, students will learn to identify the elements of complex texts, design relevant assessment prompts to accompany the texts, craft and compile annotated exemplars, evaluate student written analysis with an eye towards growth and development, identify common patterns in written responses, and develop targeted instruction to promote student achievement and growth towards proficiency in written analysis of text. In this course, candidates will complete 10.5 practicum hours working with students in grades 3rd-8th. Students will also plan effective, evidence-based scaffolds and supports for students with learning difficulties and English Language barriers.
This hybrid graduate course with embedded field experience will delve deep into meaningful understanding and direct application of the literacy lives of adolescents and adults who have not achieved full literacy. This course examines the learning of reading and writing of adolescents and adults who have continued to struggle with literacy. A variety of populations will be explored including basic adult education, vocational and technical education, developmental/remedial education, adolescents and adults with dyslexia and other disabilities, immigrants and populations with limited English language proficiency, and adjudicated youth. This study of adolescent and adult literacy will have an extensive field experience component which will include direct opportunity to apply learning in a myriad of adolescent and adult learning environments. Candidates will complete 21 hours of embedded practicum/tutoring work with adolescent and/or adult students with reading difficulties.
READ 729Structures of Language and Linguistics II3
This hybrid graduate course will delve deep into meaningful understanding and direct application of the elements of language comprehension: oral language and vocabulary, understanding reading comprehension, text-driven comprehension instruction, and the reading-writing connection. A strong emphasis will be placed on the critical underlying research that is aligned to the Knowledge and Practice Standards for Teachers of Reading (Moats et al., 2010), the Elements of Effective Instruction (Florida Center for Reading Research, 2006), and Classroom Reading Instruction that Supports Struggling Readers: Key Components for Effective Teaching (Denton, n.d.). In this course, participants will complete 10.5 hours of embedded practicum work with K-4 student(s) with reading difficulties. Students will also plan effective, evidence-based scaffolds and supports for students with English Language barriers.
In this seminar, candidates will explore, examine, and evaluate the elements of a variety of marketed literacy curricula. The seminar will analyze the research on specific literacy programs and use that knowledge to guide selection of literacy resources and materials in both core and intervention environments. Emphasis will be placed on evidence-based discussions surrounding alignment criteria that must be met in full for material and resource consideration. Candidates will evaluate materials through criteria that are aligned to state standards. Candidates will examine and evaluate potential resources and curriculum against a set of criteria that develop foundational reading skills systematically, using research-based and transparent methods. Careful consideration will be placed on conducting current literacy needs assessments and utilizing the results as criteria in the selection of literacy curriculum, curricular resources, and/or programs and materials. 3 credits 108
The course focus is the Science of Writing and evidenced-aligned teaching practices that are critical components to supporting PreK-12 students in becoming skilled in written expression. The course is designed to examine and build competency in evidenced-aligned instructional practices that will ultimately have the greatest impact on student writing. Candidates will delve deeply into practitioner- oriented assignments and research that explore how writing develops in learners and the instructional routines and practices that lead directly to effective written expression. Candidates will also examine the differences between dyslexic and non-dyslexic students and how to best scaffold writing instruction to support all learners.
READ 761Engaging in Scholarly Practice I – Reading Specialist1
This course is a three-week Stage 3 pre-student teaching field experience that builds upon the Stage 1 and Stage 2 practicum experiences throughout the Reading Specialist program, providing students seeking certification in PK-12 Reading Specialist with 105 hours of field experience under the mentorship of a PA certified classroom teacher. READ-761 affords teacher candidates an opportunity to have strong clinical experience in the content area and grade levels in which they are preparing to teach. Through field work and online course readings and assignments, students will demonstrate the qualities of a Scholar-Practitioner philosophy--integrating pedagogy, theory, practice—and reflecting on these elements as they articulate their developing insights about teaching and learning.
Student teaching is a culminating experience that will demonstrate the integration of theory and effective practices for reading specialists. The students will achieve this through an on-site 16-week classroom experience with children and youth who have a range of reading challenges (MEd Initial Certification Reading Specialist candidates only). A mentor teacher is assigned to provide daily feedback and guidance in the planning, preparation, instruction, and evaluation of the effectiveness of learning experiences for children and youth in the classroom. A university supervisor oversees the student teaching experience and students attend bi-weekly seminars at Carlow. 6 credits INSTRUCTIONAL DESIGN AND TECHNOLOGY
