READING COURSE DESCRIPTIONS
RDG 530 FOUNDATIONS OF LITERACY.
This course provides historical and philosophical perspectives
in literacy instruction. The results of research in such areas
as emergent literacy, cueing systems and comprehension, reading
interests, current literacy methodologies, and diversity of
learns in schools are examined for application in classroom
practice.
*RDG 532 PRACTICUM IN LITERACY ASSESSMENT
AND INSTRUCTIONAL STRATEGIES I. This course provides an
opportunity for an in-depth study of current approaches to
assessment as a foundation for literacy instruction. In supervised
experiences teachers will learn how to use a range of formal
and informal assessment tools and methods to diagnose and
assess reading and writing development, to guide instruction,
and to involve the learner in self-assessment. Prerequisite:
RDG 530
*RDG 533 PRACTICUM IN LITERACY ASSESSMENT
AND INSTRUCTIONAL STRATEGIES II. This course offers an
in-depth study of the assessment of struggling readers and
writers. In supervised settings teachers will use various
formal and informal individual assessment procedures and instruments.
These assessments will direct instructional strategies and
methodology. Students develop individual case studies. Prerequisites:
RDG 530 and RDG 532
*RDG 561 LANGUAGE ARTS: THEORY AND
INSTRUCTION. This course provides theories and practices
for teaching oral and written English, integrating the processes
of reading, writing, listening, and speaking in classrooms,
and the integration of language arts across the curriculum.
RDG 583 DEVELOPING LITERACY FOR RELUCTANT
LEARNERS. This course provides a repertoire of activities
to develop reading/writing skills of upper elementary and
middle school learners. Students will be provided experiences
with the selection of appropriate instructional materials
and approaches, based on the cognitive, social, and academic
needs of students, grades 5-12.
RDG 587 WORKSHOP IN READING.
This course will provide the opportunity for relevant and
timely workshops and independent research and study.
RDG 589 IMPROVEMENT OF LITERACY IN
SECONDARY SCHOOLS AND ADULT POPULATIONS. This course is
designed to prepare secondary classroom teachers and reading
specialists for teaching reading to secondary school and adult
populations. Content includes characteristics of secondary
students and adult learners, language patterns and structures
common to various subject-area texts and techniques to teach
reading and study strategies through content areas.
RDG 590 LITERATURE AND INSTRUCTIONAL
MATERIALS IN READING PROGRAMS. This course prepares specialized
reading professionals must be able to teach classic and contemporary
children's and young adult's literature and easy reading fiction
and nonfiction at all levels. Theories and practices that
stimulate student interest in reading, promote reading growth,
foster appreciation for the written word and increase the
motivation of learners to read widely and independently for
information, pleasure, and personal growth are emphasized.
RDG 598 COGNITION AND EMERGENT LITERACY.
This course will provide an opportunity to examine language,
cognition, and pre-reading skills of young children. It will
enable the student to understand, develop, and evaluate language
and reading programs for young children.
RDG 638 ADVANCED STUDY IN LANGUAGE
AND LITERACY. This course is designed to present current
theories and research regarding aspects of literacy and oral
and written language. This knowledge is related to instructional
applications for classrooms for the literacy development of
children and students.
RDG 675 THE ADMINISTRATION AND SUPERVISION
OF LITERACY PROGRAMS. This course examines the organization,
development, implementation and improvement of reading and
writing programs in public schools grade K through 12 at classroom,
building and district levels.
RDG 688 THE POLITICS OF LITERACY.
This course will examine the connections among the psychological,
sociological, cultural, and political aspects of literacy
learning and teaching. Students will develop their own research,
community service and/or professional exploration projects,
present works-in-progress, and set goals for further development.
Prerequisites: RDG 588, RDG
589, and BSL 571.
*Subject to action by the Board of Regents, The Texas
State University System, and the Texas Higher Education Coordinating
Board.
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