This course focuses on the most current research, theory, and methods of literacy instruction. Teacher candidates will enhance content knowledge of phonics, phonemic awareness, fluency, comprehension, and vocabulary. Candidates will assess learners' background knowledge in literacy to develop differentiated instruction.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Arkansas, California, Connecticut, Iowa, Kentucky, Massachusetts, Minnesota, Missouri, New York, Ohio, Wisconsin, Wyoming and individuals who reside outside the United States.
- Describe the connections between listening, speaking, reading, writing, and thinking in literacy development.
- Examine language functions and their role in literacy development.
- Evaluate the relationship between cognitive development, language learning, and literacy.
- Investigate instructional strategies and activities for language acquisition that promote literacy development.
- Define the components of language: phonology, morphology, semantics, sound-symbol relationship, discourse, and syntax.
- Investigate theories and principles on which differentiated reading instruction is based.
- Examine instructional approaches for the teaching of reading.
- Describe the five essential components of reading: phonemic awareness, phonics, fluency, comprehension, and vocabulary.
- Identify the specific state content standards for K–8 reading and English language arts.
- Differentiate between phonemic awareness, phonological awareness, and phonics.
- Evaluate the importance of phonemic awareness as a predictor of reading skills.
- Explore how disorders, such as dyslexia, may impact learners’ ability to read.
- Compare methods and approaches for phonics instruction.
- Assess the importance of progress monitoring to identify learner strengths, weaknesses, and growth in reading.
- Explore assessment types and methods for evaluating phonics mastery and reading performance.
- Investigate the use of print awareness and concepts for teaching reading.
- Describe the transition from word decoding to fluency.
- Compare the relationship between fluency, vocabulary, and comprehension.
- Examine strategies for developing oral reading fluency.
- Analyze the significance of parental support and involvement in reading development.
- Identify screening tools and assessments used to alert educators to potential reading problems.
- Investigate factors that impact reading comprehension.
- Explain schema theory and its relation to reading comprehension.
- Apply the strategy of pre-reading, reading, and post-reading activities for reading instruction.
- Examine the use of close reading for building comprehension of complex text.
- Describe the connection between reading and writing in literacy development.
- Explore ways to incorporate children’s literature in the elementary classroom.
- Analyze strategies for promoting student engagement in books.
- Classify multimedia and educational technologies that support reading development.
- Examine methods for differentiating reading materials.
- Investigate instructional principles and strategies for teaching students with linguistic, cultural, academic, and cognitive diversity.
NotesDuring the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-354-1800.
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.