8 courses with the subject REA, 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.
REA 810Lang/Literacy Preschool/Elementary3
This course examines the problems, issues and theories in teaching emergent through transitional readers from a socio-psycholinguist perspective. It includes studying the role of both the home and school in literacy development, examining factors that influence reading comprehension, exploring informal and formal assessment tools, and selecting strategies to foster young children’s continued growth in reading and writing. Special emphasis is placed on investigating the three language cueing systems. A 10-hour tutoring experience is required.
This course focuses on the psycholinguistic development of an independent reader. Issues that students encounter on a literacy continuum from middle school, through high school and into adulthood are examined. Strategies for improving reading and writing, fostering interpretive, critical, and creative readers and promoting interest in reading are considered. Particular attention is given to the reading problems and skills needed when using informational texts in the content areas. A 10-hour tutoring experience is required.
This course is an in-depth study of the genres of literature for children and young adult literature. Discussion concerning the importance of fiction and non-fiction works in the elementary through high school classroom and the roles they play in student learning are pursued. Special attention is given to the examination of books that are reviewed in the literature and found especially noteworthy. The usefulness of literacy grants to support literacy learning is explored as well.
This course introduces candidates to the use of formal and informal literacy assessment methods for emergent through independent readers, with an emphasis on readers with special needs and gifted readers. It allows students to broaden their perspectives on formal and informal literacy measures. Furthermore, candidates actively hone skills in preparation to share discoveries with students’ families, administrators, and peer teachers. Students work collectively to build upon your expanding theory and practice of literacy curriculum, consequently increasing instruction while utilizing your ever-changing repertoire of experiences in real-life environments. The theme for the course is this: “Assessment drives instruction.”
This course enables literacy specialists and administrators to collaboratively investigate various methods for organizing and evaluating reading programs. Assessing literacy materials, programs, and state and national standards for the elementary and secondary classroom is a central focus. Working with struggling readers enables graduate students to explore comprehension as a meaning-making process and study ways to increase parental involvement. A 10-hour tutoring or supervising experience with teachers, parents, and administrators is required.
