The acquisition of multiple literacy strategies, discussion and presentation of these strategies, and research implications to match theory with practice are the foci of this course. Additionally, because of the need for technological literacy, the use of technology is also required. The goal of this course is to prepare students for the role of the reading specialist in the inclusion model. (3 crs.)

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)

The purpose of this course is to provide practical experience with determining, in a holistic manner, a child's reading needs, and making recommendations for individualized instruction for those needs in a case study format. This course must be taken in the same semester as RSP 704. Prerequisites: RSP 700 and 702. (3 crs.)

This course must be taken in the same semester as RSP 703. The student applies knowledge of materials and methods gained in prerequisite classes to plan and implement a program of instructional intervention for a remedial reader. The course contains a seminar component in which the student utilizes modeling and communication skills to discuss and demonstrate plans for reading instruction with other students as well as with the practicing teacher. Prerequisites: RSP 700, 702 and 703. (3 crs.)

This course is designed to provide students with an in-depth knowledge of reading theory as it relates to the psychology of learning. (3 crs.)

This course will expose students to the point of view that the adult learner is a complex individual and has diverse needs, most of which have some bearing on any reading difficulties. Theories of the causes of adult illiteracy will be presented and diagnostic and remedial techniques will be given. (3 crs.)

This course is designed to investigate the problems inherent to reading to learn in the content areas at the secondary level. Theory-based, practical strategies for content area reading instruction are studied. To help students construct meaning, the strategies examined range from developing frames of reference during prereading to constructing and using reading guides and vocabulary activities. The process of writing to learn and studying, along with relevant, meaning-based strategies, are also explored. Professional growth and improved reading instruction through planned and informal staff development programs are discussed. (3 crs.)