Reading

READ 0303. Basic Reading. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

The study of ways a student may enhance existing reading and writing skills; evaluate and examine new theories of learning in relation to individual needs; develop problem solving abilities and critical thinking; acquire individual capacities for understanding oneself in relation to college expectations. The class will use relevant, pertinent materials designed to enrich a student's background knowledge.

READ 3301. Introduction to Children's Literature. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

A survey of literature for children grades EC – 8 focusing on the use of classic and contemporary texts to promote interest, motivation, and critical reading skills for self-selected reading. Credit will not be granted for READ 3301 and ENGL 3350. Prerequisites: ENGL 1301, 1302, and 3 hours of SOPH level ENGL.

READ 3311. Literacy for the Early Years. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

This course is a field-based course that supports preservice teachers as they learn and apply the science of reading principles in authentic contexts with early childhood learners. The course surveys concepts, principles, and best practices related to the assessment and instruction of foundational literacy skills (oral language, phonological and phonemic awareness, print awareness, alphabetic knowledge, phonics, fluency, vocabulary, and comprehension) in the context of state learning standards. The course also includes an examination of explicit, research-based strategies, tools, and instructional practices related to foundational literacy skills to promote all learners' development of grade-level literacy skills. Prerequisite: ENGL 1301, 1302, 3 hours SOPH ENGL and concurrent enrollment in READ 3321.

READ 3321. Early Childhood Literacy Field Implementation. 3 Credit Hours (Lecture: 2 Hours, Lab: 6 Hours).

This course is designed to give students field-based experiences in the early childhood classroom. Students will develop practical lessons and activities to be used in the literacy classroom and apply knowledge and skills about instructional strategies, materials, and best-practices in the early grades classroom. Prerequisite: Concurrent enrollment in EDUC 3320 or EDUC 3321.

READ 3351. Content Area Literacy. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours). [WI]

This course provides an understanding of factors which influence learning from content-area texts and teaches specific instructional strategies which promote comprehension, vocabulary development, effective study and inquiry strategies, test-taking skills, writing, and ways to modify text for diverse learners including English Language Learners, Gifted and Talented, Special Education and other cultural groups. Attention is given to the principles of research-based reading and writing instruction for 4-8 and 7-12 pre-service teachers. Prerequisites: ENGL 1301, ENGL 1302 and a Sophomore level English.

READ 3356. Content Area Literacy for Interdisciplinary Studies. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

This course provides an understanding of factors which influence learning from content-area texts. The course includes specific instructional strategies that promote comprehension, vocabulary development, effective study and test-taking skills, and ways to modify texts for diverse learners including English Language Learners, Gifted and Talented, Special Education and other cultural groups. Attention is given to the principles of research-based reading instruction for EC-3 and EC-6 pre-service teachers. Prerequisites: ENGL 1301, ENGL 1302 and a Sophomore level English.

READ 3384. Literacy for the Middle Years. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours). [WI]

This course is a field-based course surveying the characteristics of the middle to upper-elementary learner and methods of assessment and instruction in all aspects of literacy including comprehension, vocabulary, and word identification in the context of state learning standards. The course also includes an examination of normal reading development, reading difficulties, including dyslexia, and strategies for assessing/addressing reading differences including diverse learner reading processes and development of literacy of English Language Learners. Prerequisite: READ 3311, Acceptance in the Teacher Education Program.

READ 4086. Reading Problems. 1-3 Credit Hours (Lecture: 0 Hours, Lab: 1-3 Hours).

A course featuring independent research, reading, application and discussion under personal direction of instructor. Topics vary according to student need. Open to students of junior or senior classification who have been admitted to the Teacher Education Program and with approval of the instructor and department head.

READ 4309. Reading and Writing Across the Curriculum. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours). [WI]

This course focuses on theory and instructional strategies for teaching and assess literacy learning with EC-6 and 4-8 learners in a school setting. It includes the writing process, genres of children's literature and writing genres, evaluation of children's literature, teaching with mini-lessons using children's literature as mentor texts to teach writing, stages of writing in relation to early literacy, state and national standards for writing, high stakes writing tests and writing to learn. Prerequisites: READ 3311 and acceptance into the Teacher Education Program.

READ 4310. Concepts of Literacy Classrooms. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

An examination of literacy initiatives and concepts for grades EC – 8. Prerequisites: Admission to the Tarleton Teacher Education Program and concurrent enrollment in EDUC 4315 or EDUC 4330.

READ 4331. Assessment Field Implementation. 3 Credit Hours (Lecture: 1 Hour, Lab: 9 Hours).

This course is designed to give students field-based experiences in the use of assessment to analyze students’ strengths and needs, evaluate teacher effectiveness, and guide instructional planning for individuals and groups. The focus of this course will include the application of technology-based and traditional assessment models to enhance students’ literacy achievement, including ELLs and students with special needs. Prerequisite: READ 3321. Admission to the Teacher Education Program.

READ 4384. Literacy and Reading Problems Assessment for the Middle Years. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours). [WI]

This course is a field-based course surveying the characteristics of the middle to upper elementary learner and methods of assessment and instruction in all aspects of literacy including comprehension, vocabulary, and word identification in the context of state learning standards. The course also includes an examination of normal reading development, reading difficulties, including dyslexia, and strategies for assessing/addressing reading differences including diverse learner reading processes and development of literacy of English Language Learners. Prerequisite: READ 3311, Acceptance in the Teacher Education Program.

READ 5086. Reading Problems. 1-3 Credit Hours (Lecture: 0 Hours, Lab: 1-3 Hours).

Directed study of selected problems in reading. Prerequisite: Approval of department head.

READ 5299. Literacy Practicum II. 2 Credit Hours (Lecture: 2 Hours, Lab: 0 Hours).

This course provides students with opportunities to apply content and use materials and strategies from READ 5376 Organization and Administration of Reading Programs in their own school setting. Concurrent enrollment in READ 5376 Organization and Administration of Reading Programs is required. Prerequisite: READ 5373 or 9 hours of undergraduate reading courses or approval of department head. Concurrent enrollment in READ 5376 Organization and Administration of Reading Programs is required.

READ 5370. Literacy Development. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

Models of the reading and writing processes. Includes characteristics of emergent, early, transitional and fluent literacy; instructional strategies in reading and writing; phonics instruction and strategies for teaching English language learners; the essential knowledge and skills in the language arts curriculum. Prerequisite: admission to the alternative teacher certification program at Tarleton.

READ 5373. Foundations of Reading. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

This course examines theoretical models of reading processes, historical perspectives on reading instruction, and their relationship to instructional practices. This course also focuses on instructional strategies and relationships between the components of reading: oral language, phonological and phonemic awareness, concepts of print, alphabetic principle, word identification, comprehension, vocabulary, and written language.

READ 5374. Reading Resources and Materials. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

This course researches, identifies, and evaluates a variety of print and non-print materials, including content area textbooks, trade books, and computer software. This course also focuses on development of comprehension through a variety of reading and writing strategies.

READ 5375. Reading Assessment and Intervention. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

This course examines methods and techniques related to reading assessment and intervention for the components of reading. This course explores informal and formal reading assessment procedures, including the documentation and analysis of assessment data; using data analysis to design interventions for students with reading difficulties, dyslexia, and reading disabilities; and monitoring and evaluating the effectiveness of interventions.

READ 5376. Organization and Administration of Reading Programs. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

This course surveys state and federal requirements, standards, trends, and issues related to the administration of reading programs. Students will examine instructional issues and reading programs for Pre-K through adult learners. Additional course topics include literacy instruction for English Language Learners, use of assessment results to plan instruction, flexible grouping strategies, textbook/test adoption procedures, roles and responsibilities of personnel in the reading programs, staff professional development, and facilitation of positive change strategies. Admission to the Reading Specialist Program and concurrent enrollment in READ 5399 Reading Specialist Practicum is required. Prerequisite: Admission to the Reading Specialist Program and concurrent enrollment in READ 5399 Reading Specialist Practicum is required. 9 hours of graduate READ courses.

READ 5377. Digital Literacy. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

Surveys digital technology, communication tools, and multiple forms of media to locate, evaluate, use, and create information in the 21st century reading classroom. Examines the appropriate use of technology paired with best practices to scaffold reading instruction for diverse populations.

READ 5379. Cognition and Literacy. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

This course emphasizes linguistic principles, the perception of language, the mental lexicon, sentence and discourse comprehension, the production of speech and language, conversational interaction, first and second language acquisition, biological foundations of language, and related topics, such as reading, linguistic diversity, and cultural influences.

READ 5380. Critical Literacy. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

This course offers an introduction to the critical and analytical study of literature and its application to the modern classroom. Taking a critical perspective, students will examine the underlying messages in literature and explore topics of gender, race, power, and other complex social issues through multiple genres and texts. These topics will be situated in the context of literacy education.

READ 5399. Reading Specialist Practicum. 3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).

The purpose of READ 5399 is to provide supervised professional activities in the areas of literacy resources, literacy instruction, literacy assessment, research, and professional leadership. The university field supervisor will support reading specialist candidates’ development and demonstration of competencies of professional knowledge, skills, and responsibilities according to state standards and the Science of Teaching Reading. As the culminating experience in the Reading Specialist Program, students must complete an action research project. Note: Reading Specialist candidates will also need to pass the state reading specialist certification assessment in order to apply for the Reading Specialist Standard Certification. Additionally, practicum students must be employed in an educational setting during the entirety of the course. Prerequisites: Admission to the Reading Specialist Program and concurrent enrollment in READ 5376 Organization and Admission of Reading Programs is required. 9 hours of graduate READ courses.