EDU 36900 - Culturally Relevant, Multilingual Literacy Education For Elementary Educators

Using inquiry and discussions, students explore current issues in the field of literacy education for elementary educators, including but not limited to, foundations of literacy (phonemic awareness, phonics, vocabulary, fluency, and text comprehension), definition of literacy, reading and writing instruction, critical reading, and literacy education for socio-culturally and linguistically diverse students. The purpose is to help prospective teachers apply the knowledge of foundations of literacy in practice, teach their students to read critically, and adapt their teaching to meet the needs of socio-culturally and linguistically diverse students. Experiential learning in a classroom setting is required.

Preparation for Course
C: EDU 30100.

Cr. 3.
Student Learning Outcomes
1. Identify phases in the typical developmental progression of oral language, phoneme awareness, decoding skills, printed word recognition, spelling, reading fluency, reading comprehension, and written expression.
2. Understand rationale for/identify, pronounce, classify, and compare all the consonant phonemes and all the vowel phonemes of English.
3. Apply considerations for the general and specific goals of phonemic-awareness instruction.
4. Apply considerations for systematically, cumulatively, and explicitly teaching basic decoding and spelling skills.
5. Apply considerations for the role of fluent word-level skills in automatic word reading, oral reading fluency, reading comprehension, and motivation to read.
6. Apply considerations for the role and characteristics of direct, explicit methods of vocabulary instruction.
7. Apply considerations for the use of explicit comprehension strategy instruction, as supported by research.
8. Explain how environmental, cultural, and social factors contribute to literacy development.