EDUC 624- Theories & Models of Reading (3 units)
This class provides candidates with a professional perspective (historic and contemporary) of the theoretical foundations of literacy. Through an examination of research and research-based practice pertaining to how students learn to read, candidates study structure of the English language (including phonology, morphology and orthography); second language acquisition; relationships among language, spelling, reading and writing; and the psycho-sociolinguistic (i.e., cognitive/social) aspects of reading and writing. In addition, candidates learn how to access, read, critique and communicate about important literacy research being published annually. Candidates also read and discuss the English-Language Arts Content Standards for California Public Schools because it is important to make connection between the standards and the theories and research on which they are based.
EDUC 625- Development of Phonological & Orthographic Knowledge (3 units)
This course focuses on the structure of the English language and the development of word analysis knowledge, including phonological awareness, morphology, decoding and spelling. It provides candidates with current research-based skills and knowledge about instructional strategies and resources for developing fluent reading in students at all grade levels, including speakers of English and English language learners. This course provides direct instruction in important aspects of fluent reading. These include linguistic elements (including phonemic awareness and the phonological and morphological structure of the English language); decoding/word analysis strategies (such as systematic instruction in sound-symbol relationships); spelling instruction; the role of extensive practice with appropriate materials and resources (such as texts) and skills and strategies that contribute to independent, strategic reading.
EDUC 626- Literacy Assessment & Evaluation (3 units)
This course continues candidates’ study of the integral relationship between assessment and instruction and broadens their perspective as well. Currently, many educators are interested in and motivated to work toward literacy assessment reform. Thus, the purpose of this course is to examine information about developing new assessment efforts and to foster communication and dialogue about the processes and products of such development. Various audiences and their often-divergent needs for different types of information about literacy assessment are explored (for example, large-scale or high-stakes assessment projects) and candidates extend their learning beyond the university classroom and the field experience classroom. As part of the class project, they communicate effectively about the complex connections among reading and language arts theory and research, instruction, assessment, cultural and linguistic diversity, and standards to their colleagues, administrator(s), parents and students.
EDUC 627- Diagnosis of Reading & Writing Difficulties (3 units)
This course emphasizes the relationship between assessment and instruction and provides extensive experience in the assessment and evaluation of student reading and writing. Candidates participate in the ongoing assessment and evaluation of student’s reading and writing. Including speakers of English and English language learners. Each candidate masters the planning of appropriate reading instruction based on formal and informal assessment and evaluation results.
EDUC 628- Remediation of Reading & Writing Difficulties (3 units)
This course continues the study begun in the previous course, Diagnosis of Reading & Writing Difficulties (EDUC 627). Candidates practice and demonstrate their ability to align reading instruction with the results of assessments that are administered in response to student difficulty with reading and writing. In addition, this course emphasizes developing fluent reading gained in the Development of Phonological & Orthographic Knowledge course. The research-based skills and knowledge about comprehension include: academic language, background knowledge, concept formation, vocabulary development, text structure, thinking and study strategies, and independent reading.
EDUC 629- (.5 unit) and EDUC 629B- (.5 unit) - Reading Certificate Field Experience
In addition to the five courses, candidates register for EDUC 629 (.5
unit) field experience, when they take (EDUC 627) Diagnosis of Reading
& Writing Difficulties, and EDUC 629B (.5 unit) field experience when
they take (EDUC 628) Remediation of Reading & Writing Difficulties.
EDUC 629 and EDUC 629B provide candidates supervised field experiences
that help them directly and meaningfully apply the knowledge and skills
learned in the coursework.