READING (R E)




R E 5040. Teacher as Researcher/(3).F;S.
This course provides an opportunity for
practitioners to explore, using systematic
observations and reflection, an area of interest
in their professional practice. Teachers will
research and solve specific problems in
educational settings. The ultimate goal is that
the inquiry conducted by the student should lead
to an improvement in practice and to an increased
understanding of the issues, both theoretical and
practical, that arise in the course of conducting
research. (Same as CI/FDN/SPE 5040.)




R E 5100. Teaching Beginning Readers and
Writers/(3).F.
Various approaches to teaching beginning readers
and writers are introduced (K-3). There is an
emphasis on teaching methods that capitalize on
the language competence students bring with them
to school. Word recognition, comprehension, and
writing instruction are considered within the
framework of a meaningful, integrated
reading/language arts program.




R E 5111. Issues, Trends, and Practices in Reading/
(2-3).F;S.
Provides students with an in-depth study of
significant issues, trends, and practices in
reading at all educational levels. The course is
designed to deal with questions and problems of
the type facing key teachers, supervisors, and
administrators. Because the course is concerned
with current trends and issues, it is assumed that
the course will undergo periodic changes in terms
of what is current.




R E 5120. Psychological Bases of Reading/(3).F.
The thrust of this course is toward providing
advanced reading majors with a comprehensive over-
view of contemporary theories of psychology and
instruction as they can be applied to explicating
the complex processes underlying reading behavior.
Basically, the course deals with the following
areas: (1) definitions of reading; (2) reading as
verbal behavior; (3) perception and sensation in
reading; (4) reading and cognition; (5) learning
and reading; (6) growth and development and
reading; (7) attention, motivation, and reading;
(8) personality and reading; (9) learning from
written materials; and, (10) individual differences
and reading.




R E 5130. Teaching the Language Arts/(3).F.
A study of the latest research, practices,
interpretation, methods, materials and strategies
in teaching the language arts.




R E 5140. Advanced Study of Children's
Literature/(3).S.
Provides an opportunity for students to extend
their knowledge of children's books. Emphasis will
be placed on an examination of the history of
major publishers of children's literature,
multicultural perspectives in reading and writing,
and the theories of response to literature.
Consideration will be given to how literature
contributes to learning and language development.




R E 5500. Independent Study/(1-4).F;S.




R E 5510. Field Experience in Teaching Reading/
(1-6).F;S.
Students register only by permission of advisor.




R E 5525. Product of Learning/(1-3).F;S.On
Demand.
Graded on an S/U basis only.




R E 5530-5549. Selected Topics/(1-4).On Demand.




R E 5570. Reading Curriculum: Organization,
Supervision and Assessment/(3).S.
Studies are made of reading curriculum designs,
and the implementation, supervision and 
evaluation of reading programs. Prerequisite: 18
hours in reading or permission of advisor in
reading.




R E 5671. Research in Current Literature in
Reading/(3).S.
Research and critical analyses are made in current
periodicals, journals, and recent books on
critical areas of reading. Prerequisite: 18 hours
in reading or permission of advisor.




R E 5710. Seminar in Reading and Language Arts
Research/(3).S.
Current theory and research in reading and the
language arts are examined. Students select a
topic in which to pursue in-depth study and then
their newly-acquired knowledge is applied to
classroom teaching. Emphasis is placed on
assisting teachers to be leaders in school
settings.  This course should be taken at the end
of the Master of Arts program.




R E 5715. Reading Assessment and
Correction/(3).F;S.
An in-depth examination of informal reading
assessment practices and remedial teaching
techniques. This course includes practicum
experiences in administering and interpreting
informal word recognition, contextual reading, and
spelling instruments.




R E 5725. Practicum in the Clinical Teaching of
Reading/(3).S.
Provides students with a closely supervised
practicum experience in which they assess and
teach children/adults who are experiencing reading
difficulties. Prerequisite: R E 5715.




R E 5730. Reading and Writing Instruction for
Intermediate and Advanced Learners/(3).S.
Strategies for helping students use reading and
writing as tools for comprehension of texts and
for learning in content-area disciplines are
explored. A broad cultural view of literacy forms
the context for reviewing the research on
strategic teaching and learning. The general focus
is on third-grade through adult learners.




R E 5735. Practicum in Teaching Severely
Disabled Readers/(3).On Demand.
This course provides a supervised clinical
teaching experience with severely disabled
readers. Students are guided in the use of
systematic multisensory reading instruction. The
topic of reading disability will be investigated
throughout the semester.




R E 5760. Adult Literacy Instruction/(3).S.
An in-depth review of assessing and teaching
literacy skills in Adult Basic Education programs.




R E 5900. Internship/(3-9).F;S.
An internship in the area of reading education.
Graded on an S/U basis only. Prerequisite: Permission
of advisor.




R E 5989. Graduate Research/(1-9).F;S.
This course is designed to provide access to
University facilities for continuing graduate
research at the master's and specialist's levels. 
It is graded on an S/U basis and does not count
toward a degree.




R E 5999. Thesis/(1-4).F;S.
Graded on an S/U basis.




R E 7570. Administering Reading/Language Arts
Programs: The Research Base/(3).On Demand.
Provides the theoretical framework administrators
need to supervise comprehensive classroom reading
and language arts programs. The current research
literature will be examined across several areas,
including: psychological models of the reading
process, reading/writing relationships, academic
work, teacher effectiveness, and observation of
instruction. This literature will form the basis
for examining existing program approaches to
teaching reading and language arts in the
elementary school and for content area programs in
middle and secondary schools. Next, "ideal"
program models will be developed, and, finally, 
methods for implementing, supervising and
evaluating programs will be analyzed.




R E 7710. Improving Reading/Language Arts Instruction
in the Schools: Problem-Solving Seminar for
Administrators/(3).On Demand.
This seminar will focus on real world problems
that administrators face in planning,
implementing, and evaluating reading/language arts
programs in public school settings. Discussion of
pre-selected problems (with corresponding reading
lists) will form the core of the course. Students
will be encouraged to focus on specific reading
and writing issues and problems in their own
school districts. Prerequisite: RE 7570.




R E 7989. Doctoral Research/(1-9).F;S.
This course is designed to provide access to
University facilities for continuing doctoral
research.  It is graded on an S/U basis and does
not count toward a degree.