Faculty
Rosemarie Bosler, SND, Associate Professor of Education
Roberta Dorr, Assistant Professor of Education
Shelly Haser, Assistant Professor of Education
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Description
The School of Education offers graduate certificates in advanced
reading instruction and advanced reading specialization. By giving
students the opportunity for
advanced study and lab experiences in diagnosis and prescription, these
certificates are designed to provide classroom teachers with expertise
in reading instruction and reading programs in a range of settings in
schools.. These certificates are designed to complement the M.Ed.
in Curriculum and Instruction. Students
who wish to pursue these certificates must consult a faculty advisor
before beginning their course work.
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Certificate Requirements
Certificate in Advanced Reading Instruction
ALL of the following courses:
EDU 509C Differentiated Instruction in Reading
EDU 511C Teaching Writing
EDU 514 Children's Literature
EDU 523 Reading Disabilities
EDU 645 Practicum in Reading
Certificate in Advanced Reading Specialization
ALL of the following courses:
EDU 520R Foundations of Reading
EDU 521A Remediation Methods
EDU 523 Reading Disabilities
EDU 529 Advanced Diagnosis
EDU 645 Practicum
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Course Descriptions
EDU 509C Differentiated Instruction in Reading
Explores the concept of academically responsive teaching, in the area
of literacy and language development. Skills needed to acquire
competence as an independent reader and writer will be covered in
depth. Teachers learn to create classrooms that attend to the
multiple needs of learners. Focus on student characteristics and
curriculum elements. Consideration will be given to developing
plans and instruction based on on-going assessment data. Emphasis
will focus on assessment more than grading.
3 credits
EDU 511C Teaching Writing
Focuses on the essential elements of an effective school writing
program. Topics will include writing as a means of constructing
knowledge, writing for authentic purposes, developing a supportive
environment, implementing other language arts skills into the writing
process. Attention will also be given to the evaluation of student
writing, the development of benchmarks and rubrics, portfolio
preparation and analysis, and publication of students' work.
3 credits
EDU 514 Children's Literature
Surveys children's literature with emphasis on works by major authors
and illustrators. Topics include criteria for evaluating
literature, sexism, and multicultural aspects of literature for
children, and integrating literature in the curriculum. Genres
covered in the course include picture books, folktales, fables, myths,
modern fantasy, poetry, and modern and historical fiction.
3 credits
EDU 520R Foundations of Reading
Provides teachers with a strong theory and knowledge base in the
complexity of reading and the importance of it being taught as a
process. Topics include a brief history of reading instruction in the
U.S. and major approaches currently used to understand the interrelation
of reading with writing and listening, speaking, and thinking. The role
of metacognition will be explored as well as an understanding that
students need opportunities to integrate their use of literacy.
Additionally an emphasis on literacy as a means for transmitting beliefs
and cultural values in a diverse society and an understanding of
emergent literacy and the experiences that support including phonics in
instruction will be examined. Current reading research as well as the
role of the reading teacher and reading specialist will be discussed.
3 credits
EDU 521A Remediation Methods
Emphasis is on the use of assessments to plan corrective reading
programs for students experiencing difficulty in literacy acquisition.
The course emphasizes all aspects of literacy to include work
identification, vocabulary, and spelling. Analysis of comprehension
issues, study skills, and writing will also be included. Specific
strategies include but are not limited to NIM, Fernold VATK, Advanced
Sorting Methodologies, Multiple Modalities, as well as computer
assessment.
3 credits
Prerequisite: EDU 523L
EDU 523 Reading Disabilities
Focuses on the basic psycho-physiological, social, and educational
causes of reading problems. Students will move from a strong theory base
to an understanding of the nature and multiple causes of reading
difficulties. They will also explore patterns of disabilities of
children from multi-cultural and linguistics backgrounds. Topics include
the basic principles of reading instruction, especially those involving
the nature of reading growth, and the nature and causes of reading
difficulties, including anxiety and difficulties with attention and
concentration problems.
3 credits
EDU 529 Advanced Diagnosis
Introduces students to formal measures of evaluation. Taking
case histories will be presented as a means of discovering pertinent
factors that influence reading ability. Practice in administration and
interpretation of screening devices that test for visual, auditory,
neurological, and psychological disorders affecting reading ability will
be explored. Assessment material include the Woodcock Reading Test, the
Detroit Test of Language Abilities, Slosson Intelligence Test, as well
as others. A lab experience is included. Emphasis is on administering
test and interpreting the data so as to know when to make referrals and
to aid in the plans for instruction. Emphasis will also be placed on
communication with parents and teachers.
3 credits
Prerequisite: EDU 523L
EDU 645 Practicum in Curriculum and Instruction
Allows the candidate to put into practice what has been learned
throughout the course of study. Under the supervision of a college
professor an intensive lab experience in a clinical setting will allow
for the assessment of the causes(s) of a particular child's difficulty
and writing a clinical report. Tutorial work with the student will
follow diagnosis. Seminar time will be allotted for discussion on and
evaluation of current methods used in remediation as well as methods of
prevention.
6 credits
Prerequisites: Completion of all other course work
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