100% online program
NOTE: CERTAIN COURSES REQUIRE PREREQUISITE COURSEWORK REQUIREMENTS.
EDUC 529 Assessment and Treatment of Reading Difficulties (three credits): Principles of corrective reading instruction, diagnostic instruments and procedures, strategies, and materials for correcting reading difficulties will be covered. Proficiency in prescribing corrective instructional plans and activities will be developed. In addition, students will apply all previously learned strategies in a field-based experience working with struggling readers. (Prerequisite: EDUC 681 and EDUC 580.)
EDUC 580 Children’s and Adolescents’ Literature in the Reading Program (three credits): The development of lifelong reading habits and an appreciation of literature will be the focus of this course. Students will explore the use of literature across the curriculum and grade levels K-12. The use of literature to enhance reading skills and practice as well as to provide an appreciation for diversity will be examined.
EDUC 605 Teaching Reading to Students with Dyslexia and Other Reading Difficulties (three credits): This course will focus on the diverse literacy needs of children within the regular education classroom. State and federal legislation concerning the inclusion of 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 and other reading difficulties, as well as how to assess the needs of students who may have reading difficulties. Strategies will be covered on how to instruct students with dyslexia and reading disabilities in phonological awareness, phonics, vocabulary, comprehension, and reading fluency.
EDUC 640 K-12 Reading Curriculum and Balanced Literacy (three credits): This course focuses on the theory and techniques for developing and implementing a K-12 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 on students' unique needs.
EDUC 650 Integrated Literacies (three credits): Dimensions of academic language and disciplinary literacies are explored within the literacy cycle. Through the lens of academic language, students will develop the knowledge and expertise necessary to teach K-12 learners to negotiate and interpret the complex texts and other multimodal forms of linguistic expression and representation that are associated with distinct disciplines. A variety of research-based strategies and practices for effective instruction in disciplinary literacies are reviewed and studied. Specific focus is on designing and delivering authentic instruction across the curriculum and for selecting materials appropriate for diverse learners at various stages of language and literacy development.
EDUC 681 Emergent Reading, Writing, and Language Development (three credits): The focus of this course is the literacy development of the PK-3 child. The course covers the developmental process of literacy acquisition, including oral and written 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.
EDUC 683 Practicum (one credit): Students will work 1:1 with two struggling readers (one elementary level and one middle-school or high school level). Students will conduct two case-studies in which assessment, data-based intervention/instructional design, record keeping, and reflective practices are emphasized. Students will conduct appropriate assessments, prescribe and implement reading interventions, and complete parent/teacher reports. have experiences in working with exceptional readers. Students will conduct appropriate assessments, prescribe and carry out remedial education programs in reading. (Prerequisite: EDUC 529, 580, and 681) The practicum is required to be completed last.
Graduate Tuition: Visit Graduate Admissions Cost and Aid.
Financial Aid Information: contact the Financial Aid Office.
Apply to the Reading Teacher 316 Program: click on the "Apply Now" tab on the right of Viterbo website. All students who intend to register for courses must complete the application prior to registering for courses.
Register for Courses: New students will be assisted with registration for the first semester. Contact the Graduate Education Advisor, Mary Beth Sinniger for assistance. Returning students should register online via VitNet. Courses with less than a minimum of 10 students registered are subject to cancellation.
For questions regarding the Reading Teacher 316 program, contact: