Graduate Reading
Graduate Reading
2013 Summer Term
Disclaimer
- This course listing is informational and does not guarantee availability for registration.
- Please click through to view the class schedule to see sections offered for your selected term.
- Sections may be full or not open for registration. Please use WINS if you wish to register for a course.
FOUNDATIONS OF READING
READING 764
An overview of the elementary developmental reading program including the skills necessary for critical reading; development of appropriate attitudes and tastes, and adjustment of materials and methods to meet individual needs.
CLINICAL DIAGNOSIS & LITERACY INSTRUCTION (K-12)
READING 766
This course is a comprehensive consideration of the types of reading and writing difficulties found in the context of a reading clinic. The course also focuses on the principles and techniques of diagnosing such difficulties, and the methods and materials useful to the reading teacher serving as a clinician in the remediation of reading and writing difficulties. In addition to providing experience in the use of formal assessment, a practicum component is integrated into the course.
LITERACY RESEARCH: THEORY AND APPLICATION
READING 773
The purpose of this course is to read and analyze pertinent research related to literacy instruction. Students will then apply knowledge gained from analyzing the research to identifying a literacy concept for their research, developing a review of literature, and preparing a proposal for their graduate capstone report.
EMERGENT LITERACY
READING 774
This course is designed to acquaint graduate students with children's reading and writing development from birth through age 8 and with educational approaches used to promote literacy development. The creation of literate environments at home and at school is emphasized.
SYMPOSIUM IN READING EDUCATION
READING 775
The keystone of the course is the annual University of Wisconsin Reading Symposium on Factors Related to Reading Performance. The purpose of the symposium is to inform educators of current thinking on factors that appear to influence students' reading performance. The course will include attendance at the symposium and at additional class sessions. Repeatable.