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EDUCATION COURSE DESCRIPTIONS |
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RED 3309 |
Early
and Emergent Literacy |
3
credits |
This
course is a survey of all aspects of literacy development—reading,
writing, listening, and speaking—from birth through the
lower elementary grades. Emphasis is on current research in language
theory. The course presents a range of approaches and activities
useful in fostering early literacy in young children. These competencies
are based in part on the Florida Educator Accomplished Practices.
A minimum of 20 clock hours of observation/teaching reading in
educational settings is required. This course is writing intensive.
(3 hr. lecture)
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RED 3335 |
Reading
in the Content Area |
3
credits |
| This
course is designed to enable pre-service teachers of subject matter
content to acquire knowledge, skills, and techniques necessary
to guide secondary level students to be successful learners. Students
will also learn and evaluate the methodology currently available
for combining reading instruction with subject matter instruction.
Special attention will be given to determining the relationship
between the methodology and research-based principles of learning
and effective teaching in the area of reading. A minimum of 20
clock hours of observation/teaching reading in educational settings
is required.
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RED 4XXX |
Literacy
Development K-21 |
3 credits |
This
course provides an understanding of reading instruction through
the elementary, middle school, and secondary school levels. It
presents learning to read as a continuous process that impacts
all academic success. Reading theories, methods, and practices
as they relate to comprehension and other aspects of the reading
process are introduced. An emphasis is placed on approaches that
help students with delayed reading acquisition skills. This course
is writing intensive A minimum of 20 clock hours of observation/teaching
reading is required. Pre-requisite: RED 3309
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RED 4519 |
Diagnosis
and Instructional Intervention in Reading |
3
credits |
| This
course introduces formal and informal methods and materials used
to identify reading strengths and weaknesses of students. Topics
include assessments of all aspects of reading, including comprehension,
word recognition, and phonics. The main emphasis is diagnosis
of reading problems, administration of assessments, evaluation
of results, and planning instructional interventions to re mediate
reading difficulties. A minimum of 20 hours of structured field
experience is required. Pre-requisite: RED 3309.
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