Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Fiction, poetry, drama, and nonfiction that meet the emotional, intellectual and social needs and interests of young people in middle, junior high, and high schools. Personal reading as well as curriculum-related literature.

This course will explore the history of, characteristics of, benefits of, and problems surrounding the genres of children's and adolescent literature. The course will familiarize students with a variety of texts written for children and young adults and give a historical and theoretical background for the teaching of literature.

History of literature for children; selection of books for children of different age groups. Methods of stimulating interest in literature. Use of literature as part of reading program.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Methods, materials, and application of research to the teaching of literacy for diverse learners. Instructional and assessment approaches to support the acquisition and development oral and written literacy proficiency, preschool to adult. Graduate standing.

Application of major concepts, principles, theories, and research related to the nature and role of culture to constructing learning environments that support students' cultural identities, language and literacy development, and content-area achievement.

Theory, research-based concepts, instruction, materials, assessment, and programs for teaching comprehension. Integrated into the course are an emphasis on instructional coaching and using technology to promote comprehension development.

Writing theory, research, and practice for youth in and beyond school contexts. Highlights spaces in urban schools and communities that encourage the creative writing practices of today's youth. Includes 25 hours of fieldwork in community.

Provides opportunities for students to construct concepts, acquire skills, and explore issues related to teaching, assessing, and providing leadership around academic writing for a wide range of learners in K-12 classrooms.

Research-based concepts, instruction and materials, assessment, and programs for developing academic language and reading in grades five through twelve. For subject-area teachers, literacy specialists, and other educators interested in adolescent literacy.

Current research, issues, and practices in literacy for special educators in grades K-12, with a particular focus on literacy intervention.

Language acquisition and literacy development for diverse learners. Instructional approaches, materials, and assessment techniques to foster reading, writing, speaking, and listening for thinking and communicating. Includes minimum 25-hour field placement. Adolescence and special subject preparation programs. Additional work required of graduate students.

Research based instruction for prevention and remediation of reading difficulties. Focus on preschool and early elementary children at risk for reading problems, as well as older elementary children labeled learning disabled, reading disabled, or dyslexic.

Advanced research-based diagnostic assessment and intervention for learners with severe reading and writing disabilities. Includes 25+ hours of practice in diagnosis and treatment.

Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.

Exploration of a problem, or problems, in depth. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor(s) and the department.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Seminar on relationships between oral and written language and learning; social influences on linguistic and cognitive development; socially interactive models of language learning and teaching.

Supervised practice and seminar in diagnosing and tutoring students who struggle with reading and writing. Includes a 50-hour practicum

Considers those aspects of effective school-wide and district-wide reading programs that relate to administrative and supervisory concerns and practices. Intended to promote the development of administrative/supervisory principles, policies, and priorities among public school personnel responsible for such programs.

Development of reading programs in elementary and secondary schools. For training public school reading consultants. May be taken twice for credit.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Demonstration teaching, development of in-service education in reading, roles of administrative staff and resource personnel in overall school reading programs. Research, current trends, and application in field service.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular semester.

Participation in a discipline or subject related experience. Student must be evaluated by written or oral reports or an examination. Permission in advance with the consent of the department chairperson, instructor, and dean. Limited to those in good academic standing.

Exploration of a problem, or problems, in depth. Individual independent study upon a plan submitted by the student. Admission by consent of supervising instructor(s) and the department.