Reading and Language, Doctoral Courses
RLD600 Language, Linguistics, and Literacy: An advanced course in reading that reflects current research and theory of language acquisition and development as they relate to reading. Topics include phonology, syntax, semantics, text analysis, and sociolinguistics. Prerequisite: Advanced standing and a course in language development or consent of instructor. 3 semester hours
RLD601 Orthography and Word Recognition: An advanced seminar in reading which examines research and theory on the psychological processes involved in word recognition and the acquisition of orthographic knowledge and explores the influence of instruction on the development of orthographic knowledge and word recognition. Prerequisites: Advanced standing and RLR501 or consent of instructor. 3 semester hours
RLD602 Reading Comprehension: Research and Applications: This course examines issues in reading comprehension research and instruction. By reading research and theoretical position papers of historical and contemporary significance, participants identify seminal strands of work, critique and evaluate them, and draw instructional implications. Prerequisite: Advanced standing and RLR502 or consent of instructor. 3 semester hours
RLD603 Historical Issues in Literacy Research: An advanced seminar in literacy, which attempts to acquaint the student with historical trends in literacy research as well as highlighting issues of major significance. It provides the students with opportunity to read and discuss seminal works in literacy that forms the basis for contemporary concerns. Prerequisite: Advanced standing. 2 semester hours
RLD604 Current Issues in Reading Research: This topical seminar is designed to provide students with some in-depth reflections on key issues of contemporary research in reading. Awareness of issues and arguments is developed as well as familiarity with seminal studies and their critical evaluation. Prerequisite: Advanced standing. 2 semester hours
RLD606 Instruction and Staff Development in Reading and Language: This seminar is designed to help students develop frameworks that identify the critical factors of school literacy programs and the variables central to the process of staff development. Major research programs and theoretical perspectives that have contributed to our knowledge about instruction and staff development in the literacy field are studied. 3 semester hours
RLD607 Theory and Research in Writing: An advanced seminar in writing, based on a social-cognitive theory, with emphasis on the relationship of the process to cognitive theory, with emphasis on the relationship of the process to cognitive growth, on the functions of writing in the diverse sociocultural and linguistic contexts in which it develops, and on research-sensitive practice that creates communities in and outside the classroom where writing can flourish. Prerequisites: Advanced standing and a course in writing or consent of instructor. 3 semester hours
RLD608 Instructional Inquiry in Literacy: This course is for educators who want to become more reflective about their own instructional practice through generating their own research questions, setting up procedures for gathering and recording information about their own educational settings, analyzing and interpreting their findings, and pondering, sharing, and discussing the insights they have gained. 3 semester hours,p> RLD690 Advanced Internship in Literacy: This field-based experience involves the participant in an applied problem-solving project related to literacy. Possible settings include classrooms, schools, the University, clinic or private sector where the involvement may be in diagnostic/clinical processes, teaching, staff development, research, and publication. Participants take responsibility for defining a literacy-focused problem, planning and executing an approach, and evaluating and summarizing outcomes. Prerequisite: Advanced standing. 1-4 semester hours
RLD694 Independent Study/Reading and Language: 1-3 semester hours
Reading and Language
RLL480B Methods for Teaching Language Arts: Survey of recent developments in theory and practice of language arts instruction in the elementary school. Special attention to contributions of psycholinguistics and the use of library resources as well as to the integration of the language arts in the curriculum. Prerequisite: Admission to the M.A.T. program or consent of M.A.T. program director; EPS500, EPS510. 2 semester hours
RLL520 Survey of Literature for Children and Adolescents: This introductory course is designed to provide an overview of trade books written for children from preschool through adolescence. Emphasis is on selecting genres appropriate to the developmental stage of each age group. Activities that enhance children's knowledge and appreciation of literature are presented and modeled. Attention is given to literature appropriate in our multicultural society. (This is the basic literature course for Reading Specialist Certification.) 2 semester hours
RLL521 Children's Literature: This course is designed to provide an in-depth study of trade books appropriate for children from preschool through age 11. An emphasis is placed on the development of criteria for selecting literature that can be used to stimulate critical reading and thinking. Literature will also be considered as a reflection of values in this and other societies. Prerequisite: RLL520 or consent of instructor. 2 semester hours
RLL522 Adolescent Literature: This course is designed to provide an overview of young adult literature (for ages 12-18). Reading interests are analyzed from the perspective of readers' development. Guidelines are provided for selection, evaluation, and uses of young adult literature in the classroom. Prerequisite: RLL520 or consent of instructor. 2 semester hours
RLL523 Storytelling: Using the art of storytelling to develop children's interest in literature. Story sources and program planning. Storytelling practice: use of puppets, music and other aids. Special programs for children with learning disabilities or physical handicaps. Prerequisite learning: Some familiarity with techniques for handling groups of children and with children's literature desirable. 2 semester hours
RLL524 History of Children's Literature: This course provides a look at children's literature from the Anglo-Saxon period to the present. The influences on that literature, particularly the educational thought of each period will be discussed. Particular attention is paid to the authors and illustrators who shaped the field. The preponderance of the course focuses on children's literature since the 19th century. Prerequisite: RLL520 or consent of instructor. 2 semester hours
RLL525 Creative Dramatics in the Classroom: Students are introduced to informal and improvised dramatic activities and techniques, and prepared to lead drama with children of all ages as a way to explore various areas of curriculum. The focus is on unscripted role-playing, not on performing for an audience. 2 semester hours
RLL526 Dramatic Arts in the Elementary School: A study of various dramatics activities in the elementary school. Basic elements of play production as well as creative dramatics and informal drama in the classroom. Research in costume, scenery, integration of dance, music, and other arts related to the school pageant and play are included. 2 semester hours
RLL527 From Drama to Writing: An exploration of drama structure, teaching in role, and strategies for questioning and discovering meaning through drama. Demonstration of role playing and other dramatic strategies as heuristics for writing. Experience in accessing long-term memory and focusing attention on elemental tasks long enough for the ritual of the work to take on a rhythmic and archetypal meaning. Insights from this experience then are captured in words and presented in a formal theatrical setting and finally published as a book. 2 semester hours
RLL528 Multicultural Literature (K-12): This course is designed to provide an in-depth study of multicultural literature, K-12. For the purpose of this course, multicultural literature is defined as literature by and about people of ethnic and racial diversity. Guidelines for selecting and evaluating culturally authentic literature will be an essential component of this course. Emphasis is placed on fostering understanding of various populations groups of our society through discussion that stems from quality multicultural children's books. prerequisite: RLL520 or basic children's literature course, taken within the last five years or consent of instructor. This is a basic course for reading certification. 2 semester hours
RLL530 Advanced Methods and Materials for Teaching Language Arts: Survey and critical appraisal of programs, practices, and trends in the teaching of language art: reading, oral and written expression, listening, spelling, and handwriting. For certified teachers only. 2 semester hours
RLL532 Integrating the Language Arts in the Classroom: Introduction to literacy development in the classroom; showing ways to integrate reading, writing, speaking, listening, literature, and language. Such integration is a whole language approach that emphasizes a literature based curriculum. In this course, teachers will examine the historical meaning and development of integrated approaches to literacy instruction and be introduced to theories and research that support such approaches. Emphasis is on specific classroom strategies for implementing holistic language arts instruction, selection of materials management of the process, and alternate ways to detect growth and evaluate student literacy acquisition. This course should be taken first, before other courses in the language and literacy program. 2 semester hours
RLL533 Introduction to Linguistics: Language and Literacy: This course focuses on the relationship between language acquisition research and the teaching of literacy. Various dimensions of linguistics will be introduced including: language development, communication competence, cognition and learning and structure and history. 2 semester hours
RLL534 Reading and Writing Relationships: Theoretical and research perspectives that inform an understanding of the process of both reading and writing, and strategies for teaching in a holistic way and for detecting growth in literacy. Prerequisite: RLL532. 2 semester hours
RLL541 Computers in the Writing and Reading Program: Students in this course will explore the ways in which computers and other technologies support and enhance literacy programs. Computer work will include new word processing programs, CD-ROMS, multimedia, and an overview of available software for both writing and reading development. Prerequisites: course work in writing or reading, and beginning word processing skills, or consent of instructor. 2 semester hours
RLL560A, RLL560B, RLL560C Reading Recovery Practicum: A practicum in the instruction procedures used in Reading Recovery: The instructional framework, and underlying rationale. This course focuses on introducing the basic procedures. Prerequisite: Consent of the instructor. 3 semester hours each
RLL562 Reading Recovery: Research on the Acquisition of Literacy: The first in a three-course sequence that examines research related to the acquisition of literacy, including the development of oral language and its relation to reading and writing. Emphasis in the first course is on relating key features of Reading Recovery instruction to research on the basic cognitive processes implicated in the acquisition of reading and writing. Prerequisite: Consent of the instructor. 3 semester hours
RLL563 Reading Recovery: Models and Theories of Literacy Development: The second in a three-course sequence that examines research related to the acquisition of literacy. Emphasis in the second course is on exploring models of the reading and writing processes and their instructional implications, and on development of comprehension skills, with particular reference to the development of strategies and metacognitive awareness. Prerequisite: Consent of the instructor. 3 semester hours
RLL564 Reading Recovery: The Classroom and Social Contexts for Literacy Development: The third in a three-course sequence that examines the research related to the acquisition of literacy. Emphasis in the third course is on the classroom and social contexts of literacy acquisition with particular attention to the effects of these contexts on students. Prerequisite: Consent of the instructor. 3 semester hours
RLL566A, RLL566B, RLL566C Reading Recovery: Seminar in Teacher Leadership: The first in a three-course sequence providing practicum experience in training and supervising Reading Recovery Teachers. Emphasis is on exploring three main aspects of the Teacher Leader Role: presenting the Reading Recovery procedures, leading discussion focused on direct observation of teacher and child behaviors, and making site visits to Reading Recovery teachers. Prerequisite: Consent of the instructor. 2 semester hours
RLL583 Workshop/Literacy/Contemporary Issues: 1-4 semester hours
RLL584 Workshop/Literacy/Programs and Materials: 1-4 semester hours
RLL585 Workshop/Literacy/Instruction: 1-4 semester hours
RLL586 Workshop/Literacy/Assessment: 1-4 semester hours
RLL587 Workshop/Literacy/Staff Development: 1-4 semester hours
RLL593 Seminar in Literacy Studies: A review of key theoretical works and research studies in literacy and literacy instruction. Perspectives to be reviewed include the historical, sociopolitical, linguistic, cognitive, literary, and curricular. Contemporary practices and materials for language arts instruction will be analyzed in light of these key documents. Prerequisite a reading course, RLL532, RLL534. This is the culminating course and should be taken at the end of the program. 3 semester hours
RLL594 Independent Study/Language Arts: 1-3 semester hours
RLL595 Selected Topics/Language Arts: 1-4 semester hours
RLR500 Survey of Reading Methods and Materials K-12: Introduces key issues in reading research and instruction K-12. Students become familiar with materials, develop theoretically sound, research based instructional strategies and the understanding of how these materials are grounded within a developmental framework. Students are also involved in self-reflection and the development of a critical stance with respect to controversial issues in literacy education. Required for K-9 certification. 2 semester hours
RLR 501 Methods and Materials for Teaching Beginning Reading: Introduces various methods and materials for teaching beginning reading. The course emphasized teaching methods that capitalize on the spoken language competence children bring with them to school. Phonics and other work-study are considered within the framework of a total, contextually based reading approach. Developmental spelling is also covered, along with several classroom strategies to involve children in creative reading in the primary grades. Prerequisite: Basic undergraduate or graduate reading methods course or RLR500. 2-3 semester hours
RLR502 Teaching Reading Comprehension: Introduces theories and models of comprehension and implication of these constructs for the teaching of reading comprehension. Develops familiarity with issues related to questioning, text organization, metacognitive monitoring, and guided reading strategies. Looks at the importance of writing and literature to the development of active comprehension strategies. Prerequisite: Basic undergraduate or graduate reading methods course or RLR500. 3 semester hours
RLR503 Teaching Content and Advanced Reading: This course focuses on the development of mature reading, particularly reading to learn from expository text materials and the development of study skills. Teaching methods that develop strategic reading of informational texts and the assimilation and accommodation of new ideas will be explored. The ways that middle and secondary schools can best provide such reading instruction across the curriculum will be considered. Prerequisite: Basic undergraduate or graduate reading methods course or RLR500. 3 semester hours
RLR510 Diagnostic Techniques for the Reading Specialist: This course on diagnosis introduces a framework for thinking about reading difficulty and its diagnosis. Students learn how to administer and interpret informal reading inventories and use other diagnostic techniques. They interpret evidence from various diagnostic instruments in order to identify reading levels and areas of instructional focus. The advantages and limitations of standardizes reading tests and other assessment devices are also considered as are issues related to diagnostic options within the school team. Prerequisite: RLR501. 3 semester hours
RLR511 Corrective Techniques for the Reading Specialist: Introduces a theoretical perspective on corrective instruction and teaching techniques to use with remedial readers (grades 1 through 12). A series of case studies (students at different reading ability levels) are presented and analyzed during the course. Based on initial diagnostic information, a remedial teaching program is planned and hypothetically carried out, with careful attention being given to specific teaching strategies and the sequencing of instruction over time and the development of a strategic, constructive model of learning. Prerequisites: RLR501, RLR51 0, RLR502, RLR503. 2 semester hours
RLR512 Bilingualism and Reading: Linguistic Consideration: The process of reading in a first language is compared to the process of reading in a second language. Methods of developing second language reading skills and specific strategies for use in the classroom are described. Selection of second language reading materials and reading in the content areas are discussed. Development of writing skills in a second language is also discussed. Prerequisite: CIL505. 3 semester hours
RLR513 Diagnosis and Correction for the Older Student: This course focuses on the diagnosis and correction of reading difficulties typical in the older child. Students will learn how to administer and interpret an informal reading inventory and expand their interpretation through diagnostic teaching and by use of other informal instruments. Corrective techniques will be learned and practiced with older students in a clinical setting. Prerequisite: RLR502, RLR503, RLL560C or permission of instructor. 3 semester hours
RLR518 Supervising the Reading Program: The responsibilities of the reading specialist and supervisor are described and examined with an emphasis on the role of program development in reading and language. Issues in school testing and evaluation, program improvement, staff development, materials selection, collaboration of specialists, and community-professional relations will be addressed. Students examine their own leadership patterns and strengths to serve as school leaders. Prerequisite: Completion of sequences of reading courses through RLR592 or consent of instructor. 3 semester hours
RLR583 Workshop/Reading/Contemporary Issues: 1-4 semester hours RLR584 Workshop/Reading/Programs and Materials: 1-4 semester hours
RLR585 Workshop/Reading/Instruction: 1-4 semester hours
RLR586 Workshop/Reading/Assessment: 1-4 semester hours
RLR587 Workshop/Reading/Staff Development: 1-4 semester hours
RLR590 Internship/Reading Specialist: On-the-job experience with a counterpart to explore the variety of roles required of reading specialists including supervised responsibility for diagnosis, small group instruction in a curriculum setting, and work on a school team. 1-4 semester hours
RLR591 Field Study/Reading Education: An in-depth, organized exploration of some aspect of reading education in an area or location removed from the typical university class site. Observation, advanced study, and participatory activities may be included. 1-4 semester hours
RLR592A, RLR592B Practicum/Remedial Reading: Supervised application of diagnostic and corrective techniques in a clinical or other remedial situation. Both elementary and secondary tutoring experiences are available. Students must make arrangements with their faculty advisor for the practicum one quarter before registering for the practicum credit. On-campus registration. Prerequisites: RLR501, RLR510, RLR502, RLR503, RLR51 1, RLL520. 2 semester hours each
RLR593 Seminar in Reading Research: An overview of reading research is provided. Different theoretical models will be examined in light of current research findings. Each participant will investigate one area of research in depth and prepare both an oral and written report of findings. Prerequisite: RLR592 or consent of instructor. 3 semester hours
RLR594 Independent Study/Reading Education: Provides graduate students in reading education degree programs with an opportunity to pursue advanced scholarly study in special areas or to investigate a practical school problem. Special forms must be obtained from the Graduate Administrative Office and completed before registration can take place. Prerequisite: Admission to the Reading Specialist Program. 1-3 semester hours
RLR595 Selected Topics in Reading: An advanced seminar dealing with current issues in reading and language development. 1-3 semester hours
RLR599 Thesis in Reading Education: Required of all Master of Science in Education students. The thesis is a formal written document that is the result of disciplined, scholarly inquiry. The student must present the signed Thesis Proposal document at the time of registration for this course. Prerequisites: ESR503 and admission to the Reading Specialist Program. 4 semester hours
