RDNG/502 - Reading Methods: Secondary

Course Description

This course emphasizes literacy and learning in grades 6-12. Various influences on reading and writing are analyzed, including new literacies, information and communication technologies, diversity, schema, resources, and student skill level. Participants examine state and national standards, instructional strategies, active engagement techniques, fluency, vocabulary development, and assessment.

This graduate course is 4 weeks.

PLEASE NOTE:
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.

Course Objectives

Enterprising Literacy

• Examine literacy as a dynamic, evolving, multidimensional, social concept for diverse learners.
• Define thinking and learning within the context of reading comprehension.
• Relate information and communication technologies and new literacies to reading, writing, and learning.
• Analyze techniques for establishing a multitext, literacy-rich, culturally responsive classroom environment.

Assessing Literacy and Learning

• Analyze formal, informal, and authentic approaches to assessment.
• Align curriculum to state and national standards in literacy and other content areas.
• Evaluate instructional and assessment materials, such as graphic organizers, portfolios, checklists, rubrics, and reading inventories, for difficulty, relevance, structural organization, and readability.
• Examine various forms of response to intervention (RTI) used in secondary settings.

Schema, Interest, and Strategy Instruction

• Compare the teacher’s role in functional and in explicit dimensions of content area literacy.
• Apply strategies to help diverse learners activate prior knowledge and comprehend content.
• Apply methods for building on a student’s schema and interest in pre-, guided, and post-reading activities.

Vocabulary and Concept Development; Writing in the Content Areas

• Examine techniques for developing vocabulary concepts and strategies.
• Determine how to develop vocabulary and concepts in response to diverse student needs.
• Explore various concepts for reinforcing and extending vocabulary development and knowledge.
• Identify opportunities for integrating dynamic writing and reading.
• Determine instructional activities to promote writing-to-learn (WTL) across curriculum and content lines.
• Define reading and writing as a composing process.

Disclaimers

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.