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Student Learning Outcomes

Graduates of the Reading & Literacy graduate program are expected to demonstrate achievement in all areas of the program. Specifically, graduates will be able to:

  • Know the content and principles of instruction for multisensory, structured language teaching
  • Understand the difference between disciplinary literacy and content related reading
  • Differentiate instruction for a diverse group of learners
  • Understand of RtI at the elementary and middle school levels
  • Know theories, practices, and programs for teaching reading and spelling skills at the word level
  • Understand the role of phonological processing, phonemic awareness, phonics on literacy development
  • Know the history and nature of English orthography and morphology as its relation to language instruction
  • Select and use the appropriate programs, and materials for reading, spelling and writing instruction
  • Analyze published research, assessing the quality of the work and evaluating its scientific rigor
  • Administer, score, and interpret formal and informal tests of reading, spelling, and written language.
  • Understand second language acquisition, English-language dialects, and their relationship to reading and spelling and writing instruction
  • Know the relationships between word recognition, reading fluency, text, text structure and reading comprehension
  • Know the relationship between cognitive abilities, oral language development and meta-cognitive skills, and reading comprehension
  • Teach vocabulary with the knowledge of the importance of vocabulary to writing
  • Provide strategies to improve fluency
  • Understand sentence structure and paragraph structure
  • Understand the various genres/text structures for writing for instruction and the stages of writing development
  • Know the importance of teaching handwriting
  • Understand the relationship between language development and teaching reading and writing to students with language disorders
  • Understand the major disorders of language: comprehension (including auditory processing), production, and use of language
  • Understand issues that affect students with developmental language disorders, e.g., executive functioning, working memory, and self-regulation
  • Conduct a needs assessment that determines the current state of literacy in a district or school
  • Design measurable improvement goals and actions steps for achieving goals in a district or school