This course is designed to provide an integrated approach to reading instruction. Participants analyze current trends for teaching literacy and explore specific strategies designed to help construct meaning across the curriculum. Participants learn methods for meeting the needs of diverse learners and assessing reading performance. In addition, emphasis is placed on components of balanced literacy instruction, including word identification, pre-reading techniques, vocabulary development, fluency, comprehension, writing, and technology-based instruction.
This graduate course is 4 weeks.
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 Alabama, Arkansas, and Kentucky.
Approaches to Literacy Instruction
- Explain how an educator’s belief system regarding the teaching of reading may influence his/her approach to reading instruction.
- Analyze instructional approaches used to teach reading.
- Compare models of reading and perspectives on reading curriculum.
- Identify organizational strategies and structures for providing text instruction.
Early Literacy and Diverse Learners; The Reading Assessment Process
- Explain the process of literacy development in young children.
- Identify techniques and methods for improving students’ print concept, phonological awareness, and phonemic awareness skills.
- Describe approaches to teaching phonics and word identification.
- Analyze strategies that support universal access for diverse learners.
- Analyze the relationship between assessment and instruction.
- Define basic concepts and terms related to reading assessment.
- Examine current trends in reading assessment.
- Identify examples of formal and informal reading assessments, and the settings in which each assessment should be used.
Comprehension, Vocabulary, and Fluency
- Develop strategies to enhance reading comprehension in language arts and content area instruction.
- Compare methods for vocabulary instruction.
- Identify techniques and activities for improving silent and oral reading fluency.
- Evaluate strategies that prepare students to read content area subject matter.
Reading and Writing Connection
- Analyze the relationship between reading and writing.
- Identify strategies and techniques for integrating reading and writing across the curriculum.
- Integrate effective writing strategies into literacy learning.
- Integrate technology tools and media literacy into reading and writing curriculum.
The University of Phoenix reserves the right to modify courses.
Although our continuing teacher education 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 teacher education courses are 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 or not 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. Please check with an Enrollment Representative.
If you have a question contact us at 866-354-1800.