IA Reading Teacher Program

global education girls at bluff

Course Descriptions

Program Coursework

EDUC 518:  Foundations and Psychology of Reading 
This course will address the psychological, motivational, and linguistic foundations of the reading and writing processes including language acquisition and the histories of reading pedagogy.  Students will understand the major components of reading including:  comprehension, vocabulary, word identification/sight words, fluency, phonics and phonemic awareness.  Participants will develop an understanding that reading involves highly complex processes by which children learn to speak, read, and write.  Scientifically-based research will be analyzed and instructional strategies to address ranges of individual differences, reading difficulties, reading disabilities, and diversity in learning to read and write will be foci of this course. -- 3 credits

EDUC 542:  Teaching the Art of Writing (K-12)
The course is designed to provide teachers the opportunity to gain deeper understanding of the art of teaching writing. Current research and theory will provide a foundation of knowledge to effectively teach writing as a communication tool. Content will include the following: reading-writing-speaking connections; the stages of spelling development; the writing process; qualities of effective writing; writing conferences; and an exploration of different types of writing. As participants take on the role of a writer, connections will be made regarding how to link theory and practice to effective classroom applications. - 2 credits

EDUC 550:  Children's and Multi-Cultural Literature 
This course explores quality K-8 children's literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology and media based information, and non-print materials. Various children's literature books will be used to provide motivation through the use of texts and multiple levels, broad interests, reflecting varied cultures, linguistic backgrounds, and perspectives. This course also includes helping children acquire an appreciation of literature and develop lifelong reading habits. - 2 credits

EDUC 568:  Improving Oral Communication  
This course focuses on the knowledge of oral language development and the knowledge of the unique needs and backgrounds of students with language differences and delays. Effective research-based strategies and instructional technology for facilitating the learning of Standard English by all learners, including English Language Learners, will be covered. - 2 credits

EDUC 570:  Content Area Reading Strategies
This course focuses on the development of effective reading strategies and skills in content areas for K-12 students.  Text structure and the dimensions of content area vocabulary and comprehensin, including literal, interpretive, critical, and evaluative are studied.  A variety of research-based strategies and practices for effective instruction in reading and writing are reviewed and studied.  Specific focus will be on designing and delivering effective instruction across the curriculum and for selecting materials appropriate for learners at various stages of reading and writing development including varied cultural and linguistic backgrounds. -- 2 credits

EDUC 605:  Teaching Reading to Students with Dyslexia, Autism Spectrum, and Other Reading Difficulties 
This course will focus on the diverse literacy needs of children within the regular education classroom.  State and federal legislation concerning children with disabilities and the concept of "least restrictive environment" will be studied.  An exploration of personal and societal biases will allow teachers increased self-awareness in teaching a divergent population.  Appropriate best practices for enhancing literacy in all children will be presented.  This course will guide participants' understanding of dyslexia, autism, and other reading difficulties and how to assess the needs of students who may have reading difficulties.  Strategies will be covered on how to instruct students with dyslexia, autism, and reading disabilities in phonological awareness, phonics, vocabulary, comprehension, and reading fluency. - 3 credits

EDUC 640:  K-12 Reading Curriculum and Balanced Literacy 
This course focuses on the theory and techniques for developing and implementing a K-8 balanced literacy program. Research and best practices using constructivism, phonology, and brain function are studied. Design and implementation of reading and writing connections and assessment strategies are explored in detail. Effective instruction in language acquisition, reading and writing skills, and linguistic diversity are studied. Emphasis will be placed on designing instruction to meet the needs of diverse populations and differentiation of instruction based n students' unique needs. - 3 credits

EDUC 681:  Emergent Reading, Writing, and Language Development  
The focus of this course is the literacy development of the pre-K-3 child. The course covers the developmental process of literacy acquisition including oral and writing language development and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension cultural and linguistic diversity, and language differences and delays are examined. The role of parents, community, and assessment tools will be explored. - 3 credits

EDUC 551: Adolescent & Multi-Cultural Literature Literature  
This course explores quality 5-12 children’s literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology and media-based information, and non-print materials. Various children’s literature books will be used. – 2 credits

EDUC 519/520:  Assessment and Treatment of Reading Difficulties 
Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades K-8 from individual to group and from formal to informal to alternative are covered. Proficiency in prescribing and communicating corrective instructional reading and writing plans and activities to support children's reading and writing development will be studied. (It is highly recommended that at least three reading courses be completed before registering for EDUC 519/520.) - 3 credits

EDUC 674:  K-8 Reading Practicum 
Students will have experiences in working with school-age learners who struggle with reading. Students will conduct appropriate assessments, prescribe and carry out remedial education programs in reading. An electronic portfolio documenting proficiency in content standards culminates the experience.  (Offered in conjunction with Assessment & Treatment of Reading Difficulties and must be completed simultaneously with Assessment & Treatment class.) - 1 credit

EDUC 675:  5-12 Reading Practicum 
Students will have experiences in working with school-age learners who struggle with reading.  Students will conduct appropriate assessments, prescribe and carry out remedial education programs in reading.  An electronic portfolio documenting proficiency in content standards culminates the experience.  (Offered in conjunction with Assessment & Treatment of Reading Difficulties and must be taken simultaneously with Assessment & Treatment class.) - 1 credit

For more information, contact:

Kathy Westcott, Viterbo Iowa Center, 515-224-4811 / 888-235-2200 or email kkwestcott@viterbo.edu.