This course introduces the use of formal and informal assessment methods for the diagnosis of the individual student's reading strengths and weaknesses. Emphases include instructional strategies for working with at-risk or remedial readers and the preparation of literacy profiles using the case study approach. This course is designed to introduce teachers to an early literacy lesson framework that supports and extends young children's knowledge of reading and writing. Participation is required over two consecutive academic terms. This course is designed to help teachers learn the theoretical framework for understanding the reading and writing process in young learners.
Teachers learn how to prepare staff development opportunities for colleagues at their schools.
Participation is required over three academic terms. This course is open to only those teachers who have been selected for training in the Early Literacy Learning Coordinator program. ECE 5001 must be taken for a total of 9 semester hours to count toward the reading endorsement. This course is designed to help teachers in training further develop the principles and procedures of the Reading Recovery Program and continue to explore these teaching methods and procedures, acceleration of learning, and discontinuing from the program with regular education first-grade children within local school districts. Other issues discussed include midyear selection of students, guidelines for program withdrawal, records management, data collection, system-wide implementation, and reporting.