Reading & Writing in Content Area offers instruction in teaching reading and writing in various subject matter fields at the secondary level. The material stresses the skills of vocabulary building, comprehension, and writing, as well as methods for motivating adolescents to read and write. The course also provides information on recognizing reading difficulties, assessing textbooks, and the integration of reading strategies within a content area. The strategies taught are aligned with the Praxis Reading Across the Curriculum test guide and the Reading in the Content Area national standards. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25

Reading & Writing in Content Area offers instruction in teaching reading and writing in various subject matter fields at the secondary level. The material stresses the skills of vocabulary building, comprehension, and writing, as well as methods for motivating adolescents to read and write. The course also provides information on recognizing reading difficulties, assessing textbooks, and the integration of reading strategies within a content area. The strategies taught are aligned with the Praxis Reading Across the Curriculum test guide and the Reading in the Content Area national standards. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.

The first in a three-course series on effective reading instruction, this course provides background on Reading First as it applies to No Child Left Behind federal legislation. Discusses scientifically based research as it applies to phonetically based instruction, assessment, and evaluation; explores myths and misconceptions concerning reading instruction and remediation; and presents an evaluation checklist to assess the effectiveness of your current reading program. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25.

The first in a three-course series on effective reading instruction, this course provides background on Reading First as it applies to No Child Left Behind federal legislation. Discusses scientifically based research as it applies to phonetically based instruction, assessment, and evaluation; explores myths and misconceptions concerning reading instruction and remediation; and presents an evaluation checklist to assess the effectiveness of your current reading program. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.

This three-course series helps improve your knowledge of science and the scientific process, making you a more informed consumer and a better advocate for students. This second course lays the foundation for effective reading instruction through examination of its importance as well as statistics on reading proficiency and performance in this country. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.

This three-course series helps improve your knowledge of science and the scientific process, making you a more informed consumer and a better advocate for students. This second course lays the foundation for effective reading instruction through examination of its importance as well as statistics on reading proficiency and performance in this country. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25.

Focuses on learning to read and an introduction to reading assessment. The five elements of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) are highlighted, including definitions, implications for instruction, and future directions. Includes information on comprehension strategy instruction and reading instruction, assessment terms and definitions, and how reading assessment fits within the Reading First Program. Also covers technology integration in the classroom, specific recommendations on reading assessments, and how teachers can conduct pivotal curriculum-based measurements in their classrooms. 55 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80%25 in all exams with no exam below 70%25.

Focuses on learning to read and an introduction to reading assessment. The five elements of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) are highlighted, including definitions, implications for instruction, and future directions. Includes information on comprehension strategy instruction and reading instruction, assessment terms and definitions, and how reading assessment fits within the Reading First Program. Also covers technology integration in the classroom, specific recommendations on reading assessments, and how teachers can conduct pivotal curriculum-based measurements in their classrooms. 45 Undergraduate Level PDP’s. Students must achieve at least an average 70%25 in all exams with no exam below 60%25.