PCOE 5918 - Reading: Instruction, Diagnosis and Intervention, & Reading in the Content Areas

This self-paced course is part of a 15-hour professional development institute (PDI) for secondary teachers and an 18-hour PDI for intervention specialists, elementary and middle school teachers designed to enable in-service teachers working under an Ohio Department of Education issued Alternative License to meet the state requirements for a 5-year Professional License. This course emphasizes techniques for using reading and writing as tools for the acquisition of new content in any given discipline. The area of general literacy skills, prior knowledge of content, content-specific literacy skills and understanding of the nature of reading instruction in multiple grade levels are concepts stressed. Concepts including ESL/ELL teaching and learning theories and ESL/ELL instructional strategies are discussed. For teachers working on an elementary, middle childhood and intervention specialist license, this course also emphasizes reading instruction including emergent literacy, word recognition, fluency, vocabulary, and comprehension.

Requisites:
Credit Hours: 3.0 lecture
Repeat/Retake Information: May be repeated for a maximum of 6.0 hours.
Lecture/Lab Hours: 3.0 lecture
Grades: Eligible Grades: A-F,CR,PR,WP,WF,WN,FN,AU,I
Learning Outcomes:

1. Students will be able to examine and develop strategies in the areas vocabulary, fluency, and comprehension.
2. Students will be able to describe different comprehension strategies that can be used in reading instruction.
3. Students will be able to develop the skills, strategies, and dispositions necessary to most efficiently use reading and writing as integral learning tools in daily classroom instruction.
4. Students will be able to describe different types of reading assessments and how to use the data to plan and differentiate instruction to meet the needs of all learners in the classroom.
5. Students will be able to integrate different subjects into the reading instruction to motivate students to become lifelong readers.
6. Students will be able to articulate the difference between vocabulary and academic language and demonstrate when and how to use each.
7. Students will be able to describe the role of content reading within the content area and its importance.
8. Students will be able to articulate the role of literacy in learning a particular content.
9. Students will be able to articulate the role of ESL/ELL instruction in the classroom, the major theories of ESL/ELL learning and teaching.
10. Students will be able to apply the various ESL/ELL instructional techniques.