RSP700 - Foundations of Literacy: Theory and Instruction
In this course, students will connect foundational knowledge about teaching reading to research-based instruction. The major components of reading development and correlating instructional strategies will be examined. (3 crs.)
RSP702 - Literacy Assessment and Instruction
The purpose of this course is to provide graduate students with the skills needed for diagnosing and remediating reading difficulties of students in grades K-12 within a transactional, constructivist framework. Factors related to reading disability and principles of diagnosis will be explored. Informal, holistic, student-centered and process-oriented forms of assessment will be taught. Prerequisite: RSP 700. (3 crs.)
RSP703 - Action Research I: Assessment
RSP 703 and RSP 704 are to be taken together. The purpose of RSP 703 is to provide 55 field hours of authentic experience in the role of a reading specialist as a teacher who works with struggling readers. In this course, the reading specialist candidate will work with a K-12 student to assess his/her strengths and needs in reading and writing, develop an instructional plan of action to address those needs, and generate a report to parents that informs them of the assessment results and the resulting instructional plan of action. This course will take place at the University, and RSP candidates will work with K-12 students from the surrounding communities and school districts. RSP 703 is the first course in this two-course series. Prerequisites: RSP 702. (3 crs.)
RSP704 - Action Research II: Instruction
RSP 703 and RSP 704 are to be taken together. The purpose of RSP 704 is to provide 55 field hours of authentic experience in the role of a reading specialist as a teacher who works with struggling readers. In this course, the reading specialist candidate will work with a student to implement the plan of action developed in RSP 703 Action Research I: Assessment. RSP candidates implement the instructional plan of action, provide ongoing progress monitoring to drive ongoing instructional planning, generate a written report to parents/guardians, and meet with parents/guardians to report progress and make further instructional recommendations. This course will take place at the University with K-12 students from the surrounding communities and school districts and will immediately follow RSP 703. Prerequisites: RSP 700 and RSP 702.
RSP705 - Psychology of Reading
Psychology of Reading explores the psychological, sociological, cultural, and historical foundations underlying the development of literacy proficiency. During this course, participants will reflect on their own understanding of literacy, examine relevant literature, and become critical consumers of research. (3 crs.)
RSP706 - Literacy Leadership
RSP candidates are professionals whose goal is to improve reading achievement in schools and/or districts. Reading specialists serve as a resource in reading and writing for educational support personnel, administrators, teachers and the community and provide professional development based on historical and current literature and research. In this course, reading specialist candidates will spend 20 hours in a school district of their choice working collaboratively with other professionals in one school to build and implement reading programs that positively impact student learning. Prerequisites: RSP 702. (3 crs.)
RSP707 - Creating and Fostering Literate Enrvironments
The purpose of this course is to provide candidates with experience in defining, observing, and making recommendations for a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
RSP708 - Literacy Development for English Language Learners
Candidates will explore theories, pedagogical considerations, and current methodology in the teaching, reading, writing, speaking, listening, metacognition, and visualizing for English language learners. The critical components of reading instruction (phonemic awareness, word recognition and vocabulary, fluency, comprehension, and writing) for language development and acquisition are emphasized. Candidates will identiry effective, researcgh-based best practices, interventions, and strategies for ELLs, methods for school personnel, and resources to support culturally diverse families.
RSP734 - Content Area Reading
In this course, reading specialist candidates are prepared to teach reading in the content areas to students in grades K-12. Reading theory is applied to elementary, middle and high school across all curriculums. Essential components of reading in the content areas are emphasized: comprehension, vocabulary, reading/writing connection, study skills, assessment, differentiated and culturally responsive instruction, and integrating technology across the curriculum. (3 crs.)