ED 3333 Teaching Elementary Reading & Language Arts: The Science of Reading

Three hours (On Campus)

Elementary candidates will become familiar with various literacy models and the theories that support them. This course provides a balanced overview of instruction and assessment and is designed to encompass both the theoretical and practical aspects of learning how to teach reading with an emphasis on guided reading and Common Core State Standards. Included are studies of the stages of reading development, reading components (phonemic awareness, phonics, fluency, comprehension, and vocabulary), assessment and technology. Students will also study and apply procedures and methods used in analyzing, diagnosing, and remediating reading difficulties. Embedded field experience focusing on the diagnosis and tutoring of reading difficulties is required. Elementary teacher candidates will become familiar with various theoretical models of reading: The Simple View of Reading, Scarborough’s Reading Rope, The Four Part Mental Processor, and Ehri’s Phases of Word Level Reading. This course will cover the science of reading: examining how the brain learns to read; the need for explicit reading instruction; underlying causes of reading difficulty; and the role of phonological awareness, phonics, word study, and fluency in reading development. Elementary teacher candidates will become familiar with strategies that promote the alphabetic principle and the development of orthographic mapping. Candidates will become familiar with concepts of print as well as word analysis skills and strategies in terms of how they relate to the development of reading. Candidates will examine methods of assessment, as well as learn strategies for instruction based upon assessment. Field experience required.

Prerequisite: ED 2143
Corequisite: ED 3323
Offered on campus Fall semester