Reading Education (RED)

Prepares preservice teachers to apply research-based principles of reading development and plan effective instruction for emergent, novice, and transitional readers and writers. Emphasizes foundational knowledge and instructional strategies aligned with state literacy standards.

This course is designed for students who need a comprehensive foundations of research-based practices course in the teaching of reading K-12 at the undergraduate level. Content includes the principles of scientifically based reading research, the reading process, reading instruction, components of reading, student mastery, teacher reflection and professional development. Content is based upon the Florida online FOR-PD course.

The second course that examines literacy from an integrated perspective. The intermediate elementary and middle school, and high school child is the focus for the study that includes assessment and instructional planning for developmental reading, writing, listening, speaking, and the support skills for the language arts with an emphasis on content area literacy.

Prepares preservice teachers to facilitate literacy learning for students who are beyond the primary grades. Students will develop an understanding of instructional strategies and materials appropriate for remedial, multicultural, and mainstream students, including and theories of reading disabilities, develop ways to promote literacy development across the curriculum with an emphasis on content area reading.

Provides a supervised practicum to apply reading assessment and instructional strategies aimed at improving reading proficiency for K–12 students. Emphasizes the use of evidence-based practices in classroom settings.

Introduces the foundations of reading instruction for K–12 students, including reading processes, instructional methods, materials, and evidence-based practices. Emphasizes the application of reading theory to support literacy development and instructional decision-making.

Examines sources and methods for assessing literacy performance in K–12 classrooms, with emphasis on informal assessment practices. Focuses on the use of screening, diagnostic tools, and progress monitoring to inform instructional decisions and support reading development.

Advanced class reading instruction that explores reading as a process of constructing meaning in the K-12 classrooms and approaches, materials and procedures for integrating reading and writing into content area classrooms to improve learning.

Advanced classroom reading methods to teach the fluent decoding of words and the construction meaning for students K-12.

An analysis of research relevant to the identification, placement, and instructional strategies effective with students with reading difficulties, learning disabilities, and diverse populations in the area of literacy. Differentiated instruction and strategies to use with struggling readers are examined.

Provides a supervised practicum to apply reading assessment and instructional strategies aimed at improving reading proficiency for K–12 students. Emphasizes the use of evidence-based practices in classroom settings.

Individual study by students under the direction of a faculty member.