This course will provide a definition of scientific research and a review of reading research. The focus will be on the importance of using research to guide evidence-based instructional practice in literacy, define scientific research, examine three types of research studies (longitudinal research, meta-analysis, and clinical trials), present guidelines for evaluating the quality of particular research studies.

This course introduces the reading comprehension strand of the Project Read Program combined with exposure to the Madeline Hunter lesson plan guide and instruction techniques. Participants will become familiar with the Project Read Comprehension curriculums in order to successfully teach the concepts and skills required for student to become successful readers and become fluent in planning lessons using Hunter’s elements of effective instruction that elicit active participation, time on task, and learning and retention.

This course will provide experience in administering and interpreting data obtained from formal and informal reading, spelling and writing assessments, and provide the ability to develop specific recommendations for appropriate reading, spelling, and written language curricula in order to enhance skills for all students, particularly those who have difficulty learning to read, write, or spell through traditional classroom methods.

This course explores the components of typical and atypical language development. Instruction will focus on the different aspects of language, including, phonology, morphology, semantics, syntax, and pragmatics. In addition, time will be spent on exploring the behavioral manifestations associated with language disorders and the influence on academic performance, including written language skills and the relationship to reading/writing instruction will be carefully reviewed.

This course will focus on reading comprehension instruction. Participants will study the factors that influence comprehension including fluency, word meaning (semantics), sentence structure (syntax), text organization, discourse structure and meta-cognitive processes. Throughout the course, students will construct knowledge in the development of reading comprehension in order to recognize and support students with reading difficulties.

Designed to provide educators with the information necessary to teach all students, this course focuses on the current research on evidence-based writing strategies and programs. Participants will identify and engage in instructional methods for supporting struggling writers. Exposure to assistive technology, assessment, and the arts will be explored as ways to increase and support writing outcomes for all students.

This course is designed to give participants a working knowledge of phonetics, phonology, orthography, and morphology - the building blocks for effective teaching of word recognition, vocabulary, and spelling - and insight into the difficulties of children with decoding and encoding problems.