0112 Reading Improvement. Designed to improve the ability of individual students to read and comprehend college-level material. Each student is tested to permit instruction to begin at the appropriate levels. Not acceptable for credit at the University of Oklahoma. (F, Sp, Su)
0122 College Reading Strategies. A continuation of EDRG 0112. The course focuses on the development of reading strategies for college textbooks. Strategies include comprehension monitoring and how to construct a coherent interpretation of a passage. Not acceptable for credit at the University of Oklahoma. (F, Sp, Su)
G5444 Practicum in Reading Education. Prerequisite: graduate standing and 5613. Students will practice assessment and instructional skills with struggling readers in one-on-one and small group settings. Students will also practice observation, coaching , and feedback skills as literacy mentors and coaches to pre-service teachers. (Sp)
G5553 Issues and Research in Reading/Literacy. Prerequisite: graduate standing. Exploration of current issues in reading and literacy. Examination and critique of different paradigms of research. Students will plan and conduct a research project on one of the issues using one of the research paradigms. (Irreg.)
G5573 Language Learning in Childhood Education. Prerequisite: graduate standing. Survey of current knowledge about learning language including oral language development and expansion, second language learning, language learning in social contexts, language and literacy connections. (Irreg.)
G5613 Developmental Reading (Pre-K to College). Prerequisite: graduate standing. Study of reading development from birth through the life span. Includes understanding of factors leading to reading difficulties, relationship of reading to other language processes, and implications of this process for curriculum and instruction. (F)
G5713 Understanding Reading: The Processes and the Curriculum. Prerequisite: graduate standing. An overview of the many cognitive, linguistic, motivational, and environmental factors that can affect the reading process. The application of theory as it affects classroom learning, designing the educational setting, and assessing individual readers and curriculum materials will be the focus. (F)
G5753 Literacy and Technology. Prerequisite: graduate standing. Survey of role of technology in literacy curriculum, including issues of effective technology integration to support literacy teaching and learning. Use of literacy technology applications. (Irreg.)
G5803 Theories of Reading and Literacy. Prerequisite: graduate standing, 5613. Explores the theoretical basis of the reading, writing, and learning process. Topics to be discussed include the importance of language, social content, and culture; the meaning construction process; the role of perception, word recognition, metacognition, and affect on literacy and learning; and, how different models of the reading/writing process suggest different classroom learning environments. (Sp)
G5812 Evaluating Literacy Processes: Formal, Informal, and Alternative. Prerequisite: 5613; corequisite: 5821. Exploration of the changing meanings and theoretical underpinnings of literacy evaluation as well as the practical aspects of diagnosing and assessing literate activity in a classroom setting. Content includes administration and interpretation of standardized, criterion-referenced, and classroom-based instruments and evaluation activities, and how to integrate assessment into instruction and instructional decision-making. (F)
G5821 Clinic: Diagnostic Case Study. Prerequisite: 5813; corequisite: 5812. Practice administering and interpreting a variety of assessments. Assessment of a student with reading difficulties, and writing a case study. (F)
G5903 School-Wide Literacy Programs: Development and Supervision. Prerequisite: graduate standing. Principles of effective reading programs. Evaluating and choosing reading programs, materials, curriculum. Methods for supervising, interacting with, and/or involving paraprofessionals, other professionals, parents, and community groups in students' reading development, including supporting staff development for self and others. (Irreg.)
G5912 Developing Strategic Reader: Instructional Strategies. Prerequisite: 5613, graduate standing; corequisite: 5921. Survey of best practices for supporting learners' development as strategic, engaged readers. Discussion of classroom environments, materials, specific teaching strategies and activities, and models of/approaches to instruction that support learning of multiple word recognition strategies, increasing conceptual vocabulary, and constructing meaning with diverse types of texts. (Sp)
G5921 Clinic: Correcting Reading Problems. Prerequisite: graduate standing, 5613; corequisite: 5912. Practice implementing teaching strategies to promote strategic engaged readers with a small group of students having difficulty reading. (Sp)
Updated: October 9, 2007