Selection and use of procedures to make an adequate clinical and educational diagnosis. Students develop realistic corrective programs based on the interpretation of academic, perceptual, motor, and language diagnostic assessment instruments. These programs will include selecting strategies of instruction and materials, and establishing a framework of time and evaluation. An exploration of research and theory in language-thought relationships with emphasis on the improvement of higher mental processes through instruction in listening and reading. Noted educators will address issues in literature, diagnosis, computer instruction, adult literacy, program evaluation and language learning in school and non-school environments.
Seminars culminate with student projects.
Through frequent consultation with the instructor, the student will investigate and define a problem for research in Reading and Language, and will present the findings in a significant paper. The directed study may not be substituted for a required course. Supervised clinical experience in a school or clinical setting. A final course on the national and intemational research in reading and language and the pertinence and proposed implementation of research findings to instruction and the various roles of the reading supervisor or director. Various techniques utilized in literacy instruction will be critiqued according to their success or failure from a political and social viewpoint.