Explores the current theories of literacy development , with a focus on the cognitive process involved in learning to read and write. Among the topics to be covered are the linguistics and non-linguistic bases of reading, word recognition, reading fluency, reading comprehension, and reading disabilities (dyslexia) and the impact of home and school environments on language and literacy development.

Explores current research and best practices in teaching reading using strategies that work with the big 5. Addresses emergent reader activities, comprehension activities, standards-based instruction, formative and summative assessments, anaysis and use of instructional materials and strategies. Students will design lesson plans based on standards to teach reading.

This course examines current research and best practices for writing instruction that benefits all students, including multilingual learners (MLLs). Beginning with handwriting and spelling, this course focuses upon the writing process within the writing workshop model for instruction, incorporating home languages and cultures as assets. Students will learn how to teach students to write in multiple genres, using multicultural mentor texts as models. Students will also learn best practices in providing feedback and assessing writing.

Examines the variety and richness of literature available for children preschool through eighth grade; presents major genres and notable authors and illustrators; and develops familiarity with varied responses to literature adaptable for classroom use.

A study of young adult literature, including intensive reading in the best of this literature and application of both critical and pedagogical strategies to the reading.

Provides a functional approach to content-centered instruction that will prepare preservice teachers to teach content, reading and writing skills simultaneously. Emphasis is placed on the application of skills that middle, junior and senior high school readers must make to learn content from a variety of sources and materials.

Students will review and further investigate possible causes of reading problems, including inappropriate reading instruction. Examines current research in best practices and programs for struggling readers at various levels of their schooling. Students will focus on a struggling reader during this quarter of their internship to develop a plan and carry out instruction to improve the student's reading and writing achievement.

The course underscores the value of systemic practices like Multi-tiered System of Supports (MTSS) to increase student literacy outcomes. The course highlights evidence-based practices for emergent and non-emergent readers in decoding and encoding words, reading fluency, vocabulary and reading comprehension, standards-based instruction, and curriculum-based measurements. Students will practice lesson design with a focus on evidence-based literacy practices that targets salient literacy strategies to support multilingual learners and students in tiers 1, 2 and 3. Moreover, students will investigate causes of reading problems and progress monitor an emergent reader in their internship to formulate a viable literacy plan. Typically offered: Autumn.