Focuses on current theories related to language development and learning; programs and practices for literacy development and acquisition; knowledge of language structure; the history and evolution of English; literacy acquisition for non-native English speakers; and the socio-cultural contexts that influence language development and literacy acquisition. Participants develop a portfolio of resources, teaching strategies and assessment tools.

In this prepracticum, taken concurrently with RDNG 616, participants work directly with learners, developing curriculum, pedagogical approaches and assessment strategies for literacy instruction that support the literacy needs of learners from a variety of backgrounds.

Explores a variety of approaches for teaching research and writing that address the diverse literacy needs and strengths of students from a variety of language and cultural groups. Critical pedagogy is explored, an approach that re-envisions traditional notions of the teacher-student relationship in order to draw on student-generated themes and understandings.

Employs a range of developmentally appropriate, process oriented, student centered instruction models for reading and writing; develop an understanding of the relationship between reading, writing, and cognition; review fiction and non-fiction literature for children and adolescents; and apply assessment strategies that address the diverse literacy needs and strengths of leaners from a variety of language and cultural groups.

This course provides the opportunity for offering periodic studies of special topics or issues in the area of Reading, Literacy and/or Writing

Provides students with a theoretical foundation to conceptualize and enact assessment as an on-going, reflective, constructive process to inform their educational practice. By understanding the theoretical underpinnings of assessment and educating the whole child, teachers will be able to contribute to individuals' literacy development by designing curricular approaches based on individuals' strengths and interests.

In this pre-practicum, taken concurrently with RDNG 710, participants will investigate, by observation and administration, the strengths and weaknesses of a variety of formal and informal literacy assessments. Participants will complete a small case study involving one student.

Explores how the role of the literacy specialist is ever-changing in todays' schools. A person with a Master's degree with any type of concentration in reading education will be expected to provide specialized reading and writing instruction, assessment in cooperation with other professionals (special educators, speech and language teachers, school psychologists, etc.), and diagnosis to students at a broad range of levels.

In this pre-practicum, taken concurrently with RDNG 712, participants will explore the evolving role of today's literacy specialists. In doing so, they will continue to investigate, by observation and administration, the strengths and weaknesses of a variety of formal and informal literacy assessments. Participants will design a professional development plan to share with classmates, principals, and other colleagues.

Full year experience. In cooperation with school districts, MCLA offers internships/practica for licensure candidates. The placement should be designed around the thirteen standards for licensure.

One semester experience. In cooperation with school districts, MCLA offers internships/practica for licensure candidates. The placement should be designed around the thirteen standards for licensure.

In cooperation with school districts, MCLA offers interns/practica for licensure candidates. The placement would be designed around the thirteen standards for licensure. Interns must be full time reading teachers and obtain letter from Department of Education stating need for 150 hours of supervised internship.

This course explores pedagogical approaches and assessment strategies to support students at all grade levels in developing literacy across all academic subject areas. Participants will extend understanding of developmentally appropriate literacy curriculum by integrating literature, visual arts and other media into content areas for grades K-12.

Provides field base learning opportunities in literacy and is to be taken concurrently with RDNG 720. Each student arranges to spend a minimum of twenty-five hours in the field investigating and completing activities for this purpose.

Investigates ways for teachers to help children and young adults read literature with greater pleasure and to increase their critical abilities by becoming conversant with a variety of genres, locating texts within sociopolitical and historical contexts, examining textual assumptions and biases, and engaging in author studies.