ReadOregon - Program Courses

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Course Descriptions

READ 518/CI 510 Language and Literacy Development
Examine the connection between oral language acquisition in early childhood and the development of reading and writing skills to make informed decisions when choosing instructional strategies that integrate the development of these skills. Topics include:

• Foundations of language development in the brain
• Connections between early oral language competence and emergent literacy development
• Development of phonological skills, grammatical knowledge, vocabulary, comprehension, and writing
• Individual differences in language and literacy development
• Relevant language and literacy research

READ 519 Language Study for Teachers, K-12 (3 credits)
This course provides some foundational knowledge in linguistics important to literacy teachers. Topics include fundamentals in:

• Phonetics and phonology
• Morphology
• Syntax
• Semantics
• Pragmatics and language use in society
• Classroom discourse

Teachers gain important knowledge in the above areas to facilitate their instructional planning and delivery in phonics instruction, vocabulary development, sentence structure, word meaning and choice in comprehension, questioning strategies, and textual structure.

READ 530 Reading and Composition in Content Areas, Grades 5-12 (3 credits)
Learners explore literacy strategies in order to guide their students in acquiring skills needed for adequate reading, thinking, writing, and study in content areas. Emphasis is on the functional teaching of reading and writing, including designing and preparing materials to use with curriculum materials in all school subjects.

READ 531 Teaching the Struggling Adolescent Reader (3 credits)
This course is for middle and high school teachers who want to experience hands-on teaching and learning strategies for improving motivation and learning in the core subject areas. As part of a collaborative effort, teachers work with each other to develop tutoring plans and activities in curriculum materials to be used in teaching struggling readers in their own classrooms.

READ 532 Writing across the Curriculum, Grades 4-12 (3 credits)
Learners explore instructional strategies in order to guide their students in acquiring writing skills in content areas. Emphasis is on the functional teaching of writing, including designing and preparing materials to use with curriculum materials in all school subjects.

READ 533/CI 510 Boy Readers/Boy Writers
Boy readers and boy writers can be guided to love the story experience through books and personal writing. Boys' passion for nonfiction and informational text can be promoted and encouraged in literacy settings. Update your current knowledge on gender differences in brain structure and learning preferences. Examine cultural expectations that contribute to boys' attitudes toward the written word. Refine your teaching practices to allow boys appropriate choices and chances at success. Familiarize yourself with literature favored by boys, including Web sites that can guide you through selection.

READ 551 Literacy Instruction for Special Needs Students, K-12 (3 credits)
This course is designed to prepare effective and reflective teachers in language and literacy instruction for students with special needs. Special needs students are those who approach literacy learning in some unique and particular ways reflective of their physical, cognitive, and learning interests and challenges. Participants explore multiple perspectives, practices, and methodological approaches to literacy instruction which are research-based and have proven effective in promoting the literacy development of special needs students.

Topics include:

• Language and literacy development
• Characteristics of special needs students
• Framework and principles of effective literacy instruction for students with special needs
• Methods of effective basic literacy skills instruction
• Methods of teaching comprehension and critical-thinking strategies
• Methods of promoting learning and metacognitive strategies for lifelong learning
• Methods of appropriate and meaningful assessment

READ 554 Literacy Instruction Strategies with ELL Students K-12 (3 credits)
This course provides instructional strategies for working with English language learners (ELL) to promote ELLs’ academic and English literacy development in an authentic and culturally responsive environment.  In particular, this course covers the following topics:

• Language and cognitive development and its implications in planning effective instructional activities with ELL students
• Principles of effective instruction for working with ELL students in a mainstream classroom
• Reading instruction strategies
• Writing instruction strategies
• Strategies in designing appropriate assessment for English language learners

READ 571 Principles/Methods of Diagnosis and Assessment (3 credits)
Learn literacy theory, which includes an overview of the psychological, sociological, and linguistic foundations of reading processes and instruction. Psychometrics, the science of measurement in the social sciences, is introduced as well as measures of reading proficiency and reading achievement (with specific examples of standardized reading measures and discrete-point reading proficiency measures). Learn about authentic literacy assessment with specific examples of authentic reading assessment tasks and consideration of students with special needs (English language learners, students with learning disabilities, talented and gifted students). In addition, explore test ethics and how assessment results are used (including communication with various stakeholders).

READ 509 Literacy Practicum (3 credits)
The practicum is carried out in schools or districts and consists of reading endorsement candidates working directly with students, other faculty, administrators, and the school community to fulfill various roles of the reading specialist. Among the roles to be demonstrated during the practicum are: 1) teaching reading; 2) literacy testing; 3) developing curriculum for various groups of readers including ELL, struggling readers, average and gifted readers; 4) assessing and making recommendations for a school's reading program; and 5) developing literacy-focused professional development sessions for faculty, administrators, instructional assistances, and parents.

PREREQUISITES:
The practicum may not be taken until a candidate has completed a minimum of 12 credits in the four required thematic areas (see Practicum Sign-up form). Typically, the practicum is the final capstone course of the reading endorsement course of study. Before you may take the Practicum, you must submit both the Program Completion Verification form and the Practicum Sign-up form.

READ 580 School Reading Program Leadership (3 credits)
This course is designed for preservice and practicing educators who are applying for a reading endorsement or MS. Ed with a reading emphasis as well as others interested in school reading program leadership. Emphasis is on the functional planning, organization, and management of classroom and school-wide reading programs.

PREREQUISITES:
This course should be taken by educators who already have a teaching license. It should be one of the last classes in the Reading Endorsement Program. Two or three years of classroom teaching are also helpful.

READ 582 Reading Leadership in Middle and High Schools (3 credits or noncredit option)
This course is designed for administrators and teachers who have leadership roles in middle and high schools. Participants explore ways to improve reading achievement in their schools by identifying the school's existing strengths, applying current research and practice, and creating an action plan.

PREREQUISITES:
Learners in this graduate-level course should be either teachers or administrators at the middle or high school level. If you are seeking a Reading Endorsement, this course should be one of your final courses so that you can integrate skills and knowledge from previous literacy courses into your literacy action plan.
Note: This course was developed under sponsorship of the Oregon Department of Education

LIB 532 Multicultural Children’s and Young Adult Literature, K-12 (3 credits)
The purpose of this course is to expose students to a variety of multicultural children’s and young adult literature. Students read a variety of literature across cultures found within the United States and across multiple grade levels.

LIB 533 Global Literature, K-12 (3 credits)
An introduction to global literature for use at the elementary, middle, and high school levels. This course provides an overview of contemporary children's and young adult literature set in either the present or historical periods in countries around the world. Emphasis is on the identification, reading, discussion, and utilization of various genres that support the curriculum in schools.

LIB 528 Children's Literature, K-5 (3 credits)
Become familiar with materials for grades K-5, including traditional genres such as picture books, traditional tales, modern realism, romance, adventure, mystery, historical fiction, science fiction, fantasy, biography, poetry, and nonfiction. Study literature illustrating cultural diversity. Learn about resources for selection and about awards and honors.

CI 510 Classroom Reading and Writing Assessment
Students will examine a variety of literacy assessments and explore how these assessments can be used to help teachers to develop effective instruction. Topics include:

• Foundations of assessing children's literacy knowledge
• Assessment of word knowledge and reading fluency
• Assessment of comprehension and composition
• Implication of literacy assessment beyond the individual classroom

Students will discuss relevant literacy assessment research throughout the course.

CI 510 Boy Readers, Boy Writers
Boy readers and boy writers can be guided to love the adventure of the story experience through books and personal writing.  Learn to capitalize on boys' interest in non-fiction to increase reading and writing ability. Update your current knowledge of gender differences in brain structure and learning preferences.  Examine cultural expectations that contribute to boys' attitudes toward reading and the written word.  Refine your teaching practices to allow boys' appropriate choice and a chance at success.  Familiarize yourself with literature favored by boys, including websites and other resources that can guide you through selection.

For the online catalog and schedule go to www.readoregon.org