Department of Reading Education and Special Education, Reich College of Education
Graduate Courses in Reading Education (RE)
Additional offerings by the department include courses in Special Education (SPE)
Woodrow Trathen, Acting Department Chair
Reading Education (RE)
RE 5010. Literacy Instruction and Assessment for Students with Autism Spectrum Disorders (3).F;S. This course will address issues, strategies, technologies, materials and methods of successful literacy instruction and assessment of students with autism spectrum disorders. Inclusive and self-contained settings will be addressed through examples and experiences with students on the autism spectrum.
RE 5040. Teacher as Researcher (3).F;S. This course provides an opportunity for practitioners to explore, using systematic observations and reflection, an area of interest in their professional practice. Teachers will research and solve specific problems in educational settings. The ultimate goal is that the inquiry conducted by the student should lead to an improvement in practice and to an increased understanding of the issues, both theoretical and practical, that arise in the course of conducting research. (Same as CI 5040/RES 5040/SPE 5040.)
RE 5100. Teaching Beginning Readers and Writers (3).F. Various approaches to teaching beginning readers and writers are introduced (K-3). There is an emphasis on teaching methods that capitalize on the language competence students bring with them to school. Word recognition, comprehension, and writing instruction are considered within the framework of a meaningful, integrated reading/language arts program.
RE 5111. Issues, Trends, and Practices in Reading (2-3).On Demand. Provides students with an in-depth study of significant issues, trends, and practices in reading at all educational levels. The course is designed to deal with questions and problems of the type facing key teachers, supervisors, and administrators. Because the course is concerned with current trends and issues, it is assumed that the course will undergo periodic changes in terms of what is current.
RE 5120. Psychological Bases of Reading (3).On Demand. The thrust of this course is toward providing advanced reading majors with a comprehensive overview of contemporary theories of psychology and instruction as they can be applied to explicating the complex processes underlying reading behavior. Basically, the course deals with the following areas: (1) definitions of reading; (2) reading as verbal behavior; (3) perception and sensation in reading; (4) reading and cognition; (5) learning and reading; (6) growth and development and reading; (7) attention, motivation, and reading; (8) personality and reading; (9) learning from written materials; and, (10) individual differences and reading.
RE 5130. Teaching the Language Arts (3).F. A study of the latest research, practices, interpretation, methods, materials and strategies in teaching the language arts.
RE 5140. Advanced Study of Children's Literature (3).S. Provides an opportunity for students to extend their knowledge of children's books. Emphasis will be placed on an examination of the history of major publishers of children's literature, multicultural perspectives in reading and writing, and the theories of response to literature. Consideration will be given to how literature contributes to learning and language development.
RE 5200. The Politics of Literacy (3).On Demand. This course examines literacy from political, historical and theoretical perspectives. The role of special interest groups and federal and state agencies on literacy instruction will be examined. A strong emphasis throughout the course will be on the development of students as thinkers, researchers, writers, and advocates for effective literacy policy.
RE 5210. Educating Students with Reading Disabilities (3).On Demand. This course examines the federal policy and school-level practices that affect the education of students with reading disabilities. Changes in federal policy will be examined across a historical context. Students will be challenged to think critically about these changes and evaluate the degree to which federal policy facilitates the education of students with reading disabilities.
RE 5220. Teaching Intermediate Struggling Readers (3).On Demand. This course acquaints teachers with issues involved in providing effective reading instruction to struggling readers in grades fourth through eighth. Among these issues are assessment, materials selection, grouping and management concerns, and instruction (including comprehension, word recognition, fluency, and vocabulary). Participating teachers should leave the course with a better conceptual understanding of the specific challenges they face and strategies and tools for meeting these challenges.
RE 5500. Independent Study (1-4).F;S.
RE 5510. Field Experience in Teaching Reading (1-6).F;S. Students register only by permission of the advisor.
RE 5525. Product of Learning (1-3).On Demand. Graded on an S/U basis.
RE 5530-5549. Selected Topics (1-4).On Demand.
RE 5570. Reading Curriculum: Organization, Supervision and Assessment (3).On Demand. Studies are made of reading curriculum designs, and the implementation, supervision and evaluation of reading programs. Prerequisite: 18 hours in reading or permission of the advisor.
RE 5671. Research in Current Literature in Reading (3).On Demand. Research and critical analyses are made in current periodicals, journals, and recent books on critical areas of reading. Prerequisite: 18 hours in reading or permission of the advisor.
RE 5710. Seminar in Reading and Language Arts Research (3).On Demand. Current theory and research in reading and the language arts are examined. Students select a topic in which to pursue in-depth study and then their newly-acquired knowledge is applied to classroom teaching. Emphasis is placed on assisting teachers to be leaders in school settings. This course should be taken at the end of the Master of Arts program.
RE 5715. Reading Assessment and Correction (3).F;S. An in-depth examination of informal reading assessment practices and remedial teaching techniques. This course includes practicum experiences in administering and interpreting informal word recognition, contextual reading, and spelling instruments.
RE 5725. Practicum in the Clinical Teaching of Reading (3).S. Provides students with a closely supervised practicum experience in which they assess and teach children/adults who are experiencing reading difficulties. Prerequisite: RE 5715. Corequisite: RE 5740.
RE 5730. Reading and Writing Instruction for Intermediate and Advanced Learners (3).S. Strategies for helping students use reading and writing as tools for comprehension of texts and for learning in content-area disciplines are explored. A broad cultural view of literacy forms the context for reviewing the research on strategic teaching and learning. The general focus is on third-grade through adult learners.
RE 5735. Practicum in Teaching Severely Disabled Readers (3).On Demand. This course provides a supervised clinical teaching experience with severely disabled readers. Students are guided in the use of systematic multisensory reading instruction. The topic of reading disability will be investigated throughout the semester.
RE 5740. Seminar in the Clinical Teaching of Reading (3).F;S. Provides students with experiences designed to enable application to general education settings of insights gained through assessing and teaching children/adults who are experiencing reading difficulties. Prerequisite: RE 5715. Corequistie: RE 5725.
RE 5760. Adult Literacy Instruction (3).On Demand. An in-depth review of assessing and teaching literacy skills in Adult Basic Education programs.
RE 5900. Internship (3-9).F;S. An internship in the area of reading education. Graded on an S/U basis. Prerequisite: permission of the advisor.
RE 5989. Graduate Research (1-9).F;S. This course is designed to provide access to University facilities for continuing graduate research at the master's and specialist's levels. Graded on an S/U basis. RE 5989 does not count toward a degree.
RE 5999. Thesis (1-4).F;S. Graded on an SP/UP basis until the thesis has been successfully defended and received final approval, at which time all grades will be changed to S.
RE 6120. Psychological Processes in Reading (3).On Demand. This course examines current theories of reading processes, supporting research, and implications for teaching reading. The course is approached from a cognitive psychological perspective, where the nature of mature reading is considered first, followed by consideration of developmental issues in reading. Course topics will include research on eye movements, comprehension, phonemic awareness and decoding, beginning reading, and fluency, as well as other current theoretical issues.
RE 6568. Language and Linguistics in Reading (3).On Demand. This course examines language acquisition and language structure from both theoretical and practical perspectives. Students will have the opportunity to learn about cognitive, social, and cultural aspects of language. Emphasis will be placed on understanding psycholinguistic and sociolinguistic perspectives; language acquisition; and components of language, including pragmatics, semantics, syntax, morphology, and phonology. Concepts of oral and written language will be explored within the context of community and classroom discourse and literacy practice.
RE 6575. Technology and Literacy (3).On Demand. This course provides students an opportunity to critically examine the central issues and theoretical perspectives in research on technology and literacy, with an emphasis on critically examining the educational function of communication technology, assisted technology, digital and multimedia text, and educational software. Students will study the nature of technology and literacy, related classroom implementation issues, and specialized use of technology for students with disabilities.
RE 6700. Historical Trends in Reading Theory and Research (3).On Demand. This course examines significant trends and developments in reading theory and research from the early 1900s up to the present. Emphasis will be placed on three time periods: 1910-1930 which featured behavioral psychology, the development of basal readers and the first university-based reading clinics; 1955-1965 which featured the "Great Debate" between advocates of phonics and whole-word reading methodologies; and 1975-1995 which ushered in cognitive theories of reading and two competing psycholinguistic explanations of the reading process. Throughout the course, connections will be drawn between predominant reading theories and their effects on classroom reading materials and instructional methods.
RE 6731. Advanced Issues in Literacy and Learning (3).On Demand. This course provides opportunities for students to investigate current theory and research related to specific literacy topics. The course also engages students in analyzing current literacy programs and practices to identify the theoretical orientation, research base, historical context, and political agendas that inform them. Representative topics include: comprehension, composition, classroom discourse, vocabulary, English language learners, and evolving representations of literacy and text.
RE 6735. Severe Reading Disability (3).On Demand. This course takes an in-depth look at the topic of severe reading disability as it is currently understood. To this end, relevant research, discussion, and practices are surveyed and studied.
RE 7570. Administering Reading/Language Arts Programs: The Research Base (3).On Demand. Provides the theoretical framework administrators need to supervise comprehensive classroom reading and language arts programs. The current research literature will be examined across several areas, including: psychological models of the reading process, reading/writing relationships, academic work, teacher effectiveness, and observation of instruction. This literature will form the basis for examining existing program approaches to teaching reading and language arts in the elementary school and for content area programs in middle and secondary schools. Next, "ideal" program models will be developed, and, finally, methods for implementing, supervising and evaluating programs will be analyzed.
RE 7710. Improving Reading/Language Arts Instruction in the Schools: Problem-Solving Seminar for Administrators (3).On Demand. This seminar will focus on real world problems that administrators face in planning, implementing, and evaluating reading/language arts programs in public school settings. Discussion of pre-selected problems (with corresponding reading lists) will form the core of the course. Students will be encouraged to focus on specific reading and writing issues and problems in their own school districts. Prerequisite: RE 7570.
RE 7989. Doctoral Research (1-9).F;S. This course is designed to provide access to University facilities for continuing doctoral research. Graded on an S/U basis. RE 7989 does not count toward a degree.