Reading Endorsement Level I
ED PS 6711Foundations of Reading (3)
This course critically examines issues related to conceptions of literacy, emergent literacy, comprehension and metacognitive processing, motivation, home and school influences, and curricular, instructional, and assessment practices that facilitate literacy learning for all students at all grade levels. As a graduate class that lays the foundation for subsequent courses in literacy education, we will critically analyze the current debates, research, and theories in literacy education from a variety of perspectives.
ED PS 6126 Content Area Literacy Instruction (3)
This course will cover methods for using literacy to help students comprehend and "learn to learn." These methods are designed to enable diverse learners to become independent, strategic learners. Within the context of curricular, instructional, and assessment practices that facilitate learning for all students in inclusive classrooms, this course focuses on issues and strategies for teaching comprehension and vocabulary, writing to learn, interpretation, and critical thinking.
ED PS 6130Writing Theory & Instruction (3)
This course examines writing processes from a variety of theoretical perspectives. Students learn and practice a variety of instructional approaches to writing and will engage firsthand in the writing process as a way to better understand how to teach writing and use writing as a process to foster learning across different curricular areas. A field component, in which participants work with students in schools with writing, may be included. This course is required for students seeking USOE reading endorsements, but is open to all students interested in writing processes. The course is designated as a Writing Emphasis course.
ED PS 6124 Children's Literature (3) /ED PS 6125Adolescent Literature (3)
Designed for the student to develop an understanding of the theories, genres, and texts currently relevant in the field of children's literature into the early childhood, elementary, middle school, or high school setting.
ED PS 6714 Comprehension Theory & Instruction (3)
Examines theory and methods for teaching comprehension strategies and enhancing motivation in the classroom. The course develops in-depth understanding of the research that supports the use of comprehension strategies. The course also examines ways to teach these strategies. Emphasis is given to curriculum, curriculum integration, and motivational strategies. The course builds on Advanced Early Literacy; therefore, students will be expected to draw upon knowledge constructed in previous literacy classes and to apply this knowledge about comprehension to help students from all grade levels make meaning from texts. Teachers participating in the course will have the opportunity to apply this knowledge directly to their classrooms.
ED PS 6713 Early Literacy Theory & Instruction (3)
Focuses on three critical issues related to beginning reading and writing processing:
1) beginning reading and writing within a comprehensive literacy program in the early grades, 2) beginning reading and writing for EL students, and 3) phonological processes that apply to students who struggle with reading and writing for any number of reasons. The instruction includes topics including phonological and phonemic awareness, effective strategies for phonics and decoding, the relationship between phonics and spelling, writing, and fluency at the beginning reading levels.
ED PS/SP ED 6631 Assessment & Intervention of Reading Difficulties(3)
This course covers how to assess students with reading difficulties and how to develop, implement, and evaluate a program designed to intervene instructionally to improve students' reading performance. The course covers formal and informal assessments with a special emphasis on screening and progress monitoring measures. The course requires students to tutor one or more children at the University of Utah Reading Clinic during the entire semester.
Reading Endorsement Level II
ED PS 6712 Reading Research (3)
Special topics covering current research on literacy. Multidisciplinary approach integrates relevant research from psychology, socio-cultural cognition, linguistics, and education.
ED PS 6715 Reading Supervision (3)
This course is designed to increase understanding of the administration and supervision of school literacy programs. Major topics will include: professional development, school/community relations, mentoring partnerships, student diversity, curriculum development, and assessment.
ED PS 6716 Reading Internship (3)
The purpose of the reading specialist internship is to provide a culminating, hands-on opportunity to be involved in the same literacy instruction issues and programs as school and district reading specialists around the country. The internship should involve working with other educators to improve reading and writing instruction at the school or district level. The internship should be under the direct supervision of someone knowledgeable about reading and writing instruction at the school or district level. The internship should be under the direct supervision of someone knowledgeable about reading and writing pedagogy.