This course explores the selection, administration, scoring, and interpretation of a variety of individual and group reading assessment tools. Principles of assessment provide the foundation for field experiences with assessment. The purposes, strengths, and limitations of each assessment instrument will be examined. In this course, teachers will learn to use assessment information in planning and evaluating reading instruction, with a focus on differentiated classroom instruction; they will also learn to effectively communicate the results of assessments to a range of audiences.

This course investigates the reading process and strategies appropriate for use with learners at the middle and high school levels. Students learn about current methods, theories, and materials used in secondary literacy instruction and explore literature resources that emphasize fiction, nonfiction and technical literature to support 7-12 development in reading.

Course Description

This course is designed to prepare teachers of reading to promote and sustain reading competencies of elementary learners. Teachers of reading will investigate the reading process and strategies that are appropriate for classroom implementation. Teachers will also explore literature resources, with an emphasis on diverse children’s literature, that support elementary students’ reading development. Upon completion, teachers will be able to select and incorporate instructional strategies into the curriculum; and model reading strategies for students in their classrooms.

This course focuses on various leadership roles in literacy education – reading teacher, reading specialist, and literacy coach. The dimensions of each role will be explored and compared. Major topics studied will include: using district and school assessment data to determine student needs; creating a literacy vision for your school; assisting teachers in instructional organization, management, and strategies; selecting appropriate core and supplemental materials; and developing and implementing a year-long professional development plan (PDP).

This course provides a theoretical, historical and evidence-based perspective on reading instruction. Students will explore a wide range of literacy research and investigate how these studies impact reading instruction in their own teaching lives. This course will include the examination, discussion and application of the following foundational topics:

  1. emergent reading skills
  2. word recognition
  3. vocabulary
  4. fluency
  5. comprehension
  6. writing to advance reading development
  7. electronic and professional resources to support literacy