This course examines language acquisi­tion, the structure of language, the theoret­ical approaches to language, and language variations as applied to teaching literacy with respect to reading principles, meth­ods, and materials. An in-depth analysis of the stages of first and second language ac­quisition and the interdependence between literacy background and language acquisi­tion is offered. Research which focuses on the relationship between language and reading is also examined.

This course focuses on a thorough study of the principles, practices, methodologies and assessment tools utilized in the teach­ing of early literacy skills and strategies. Differentiating instruction for the at-risk student and English Language Learner will be explored. The creation of a balanced lit­eracy program for grades 1-6 will be ex­plored in-depth. Children’s literature is examined within the context of literacy in­struction at the level of Birth- Grade 6

This course focuses on the reading and lit­eracy skills identified by the International Reading Association and the New York State English Language Standards for mid­dle and secondary students. The importance of both content and process are emphasized and strategies are practiced for enhancing student comprehension before, during, and after reading. Effective ways of using dif­ferentiated instruction are also discussed. Providing for individual differences in mid­dle and senior high schools is considered.

This course reviews the skills and knowl­edge required to support the developmen­tal reading and literacy skills of middle and secondary students. Participants examine methods of teaching reading across the curriculum, including teaching reading of literature in individual, group, and whole-class settings in junior and senior high schools. Effective instructional practices for teaching reading skills to learn new in­formation and to write reports, strategies for teaching writing skills to foster literary understanding, and differences in literacy instruction for junior and senior high school levels are also examined.

Current scientific research related to ef­fective literacy instruction and research findings about curriculum development are reviewed in depth. Students also learn to analyze curricula to determine appro­priateness with respect to specific school populations, intended learning outcomes, and congruence with the International Reading Association Standards as well as the New York State Standards

This course focuses on current approaches to teaching reading in a developmental con­text, creation of language rich environment, the nature of oral and written communica­tion, assessment of language and reading skills, factors influencing literacy development, approaches to organizing a functional literacy program in the classroom, approaches to working with general education student including English Language Learn­ers and approaches to using technology to teach literacy skills in the classroom. The first half of the course will be devoted to in­struction from Birth-Grade 6 and the sec­ond half to instruction in Grades 5-12.

This course focuses on developmental and cultural contexts for understanding symp­toms and causes of reading disabilities; and diagnostic instruments and approaches to assessment of reading disabilities. Partici­pants also examine programs, materials, and methods for nurturing literacy and for pro­viding instruction to students with reading disabilities. The course includes one-on-one work with a child with reading disabilities and completion of a comprehensive case study. Prerequisite: EDSN 665

Students examine research and theories of first and second language acquisition as re­lated to methods of teaching, listening, speaking, reading, and writing in bilin­gual/multicultural classrooms. The course also includes examination of current peda­gogical methodologies, assessment proce­dures, and literature related to the specialized needs of the bilingual student and the multi­cultural classroom. [The first half of the course focuses on Birth - Grade 6 and the second half focuses on Grades 5-12.]