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READING (RDG)

 

RDG   320/520           Cr. 3

Emergent Literacy

The focus of this course is on developing preservice and inservice teachers’ knowledge and competencies in supporting the emergent literacy of young children in prekindergarten, kindergarten, and primary grade settings. The development of children’s language concepts will be examined and will serve as a basis for planning an integrated reading and language arts curriculum. Alternative assessments and evaluation of literacy development will also be examined. Prerequisite: RDG 324/524. Offered occasionally.

 

RDG   324/524           Cr. 3

Elementary Level Reading

This foundation course in teaching reading introduces the prospective teacher to current instructional strategies and materials used to teach reading at the elementary level. Prerequisites: junior standing and admission to teacher education.

 

RDG   328/528           Cr. 3

Reading in the Content Areas

This course is designed to help prospective and practicing secondary-level teachers guide students to more effectively comprehend assigned reading, use writing as a tool for learning, develop better study habits, and expand their reading interests. Prerequisite: admission to teacher education.

 

RDG   330/530           Cr. 2

Reading in Performance Based Content Areas

This course is designed for students seeking teacher certification in physical education, music or art and for practicing teachers who wish to extend their knowledge of literacy in performance based content areas. Open only to Exercise/Sport Science, Art, and Music education majors. Prerequisite: admission to teacher education.

 

RDG   432/632           Cr. 3

Middle Level Reading

An examination of developmentally appropriate reading/language arts instruction for the middle level (grades 5-9). The course focuses on 1) reading/writing instruction which is consistent with the middle school philosophy and addresses the needs of the young adolescent; 2) organization, management, instructional practices and assessment of reading and writing; and 3) interdisciplinary thematic instruction. Prerequisite: RDG 324/524 or RDG 328/528.

 

RDG   450/650           Cr. 3

Reading and Writing Acrossthe Curriculum: Learning to Learn from Text

Students will learn how to implement components of the nationally validated “Content Field Reading Program” of Kalispell, Montana. The program emphasizes how content field teachers can help students read, study and learn from text. The course is designed for content teachers (grades 4-12) and middle school, junior high, and senior high reading specialists. Offered occasionally.

 

RDG   475/675           Cr. 1-3

Special Topics Seminar in Reading Education

Special topics in reading not covered by current reading courses. The particular topic selected to be determined by current need and interest. Prerequisite: RDG 324/524 or 328/528. Repeatable for credit — maximum 6.

 

RDG   710      Cr. 3

Seminar: Reading and Language Arts in the Middle School

This course includes current theories of language learning with a focus on the reading and writing development of middle level children, the relationship of these theories to the middle school philosophy, their application in reading and language arts classrooms in the middle school, and the integration of language theory and practice across the curriculum. Prerequisite: RDG 324/524 or 328/528 or 330/530 or equivalent. Offered Sem. I and/or Summer Session.

 

RDG   730      Cr. 3

Assessment and Instruction of Students with Reading Difficulties

Examination of factors associated with developmental delays and reading disabilities, fundamental principles of reading assessment, and instructional interventions for K-12 at-risk readers. Field experience in tutoring an at-risk reader. Prerequisite: RDG 324/ 524 or 328/528 or 330/530 or 741. Offered Sem. I.

 

RDG   733      Cr. 3

Advanced Assessment and Evaluation of Reading Difficulties

The course will include selection and administration of group and individual assessments and procedures, interpretation of assessment results, and the process of developing case study reports. Prerequisite: RDG 730. Offered Summer Session, odd-numbered years and Sem. II, even-numbered years.

 

RDG   735      Cr. 3

Developing Content Reading Programs

Designed to prepare classroom teachers and reading specialists for leadership and collaborative efforts in K-12 content reading program development. Methods and materials for K-12 content reading instruction and program development reflecting current research on concept development, strategic reading and learning, interdisciplinary instruction and peer coaching. Prerequisites: teacher certification and RDG 328/528 or 450/650. Offered Summer Session.

 

RDG   739      Cr. 3

Guiding and Directing the K-12 Reading Program

This course is designed to provide study of and experiences in leading and working cooperatively with teachers, administrators, pupils, and parents in the design, implementation, coordination, and evaluation of comprehensive K-12 reading programs. Prerequisite: 15 credits of graduate level course work in reading. Offered Sem. II.

 

RDG   741      Cr. 3

Reading in the Elementary School

In-depth examination of reading instruction from emergent literacy through the elementary grades. This course addresses current theories and methods and provides direction for program development. Offered summer session, even-numbered years and Sem. II, odd years.

 

RDG   745      Cr. 3

Early Reading Empowerment I

A course for primary classroom teachers and other reading professionals to study underlying theories supporting successful early intervention, assessment of young children’s reading and writing behaviors, and structure of one-on-one tutorials to support emergent and beginning readers and writers. Collaborative in-class problem solving will focus on the needs of young children being tutored, and the selection of appropriate strategies to address those needs. Prerequisite: teacher certification and RDG 324/524 or 741. Offered Sem. I.

 

RDG   746      Cr. 3

Early Reading Empowerment II

A course for primary classroom teachers and other reading professionals to study underlying theories supporting successful early intervention, assessment of young children’s reading and writing behaviors, and structure of one-on-one tutorials to support emergent and beginning readers and writers. Collaborative in-class problem solving will focus on the needs of young children being tutored, and the selection of appropriate strategies to address those needs. Prerequisite: RDG 745. Offered Sem. II.

 

RDG   747      Cr. 3

Reading Practicum

A supervised practicum in teaching elementary or secondary students with reading difficulties. Focus on assessment of reader’s strengths and needs and the design and implementation of instruction to assist students in becoming better readers. Prerequisite: three credits in reading at the 700 level or SPE 420/520 or equivalent

experience. Offered summer session.

 

RDG/C-I/EFN            761      Cr. 2

Seminar Paper

Completion of an acceptable seminar paper under the direction of an assigned staff member. Prerequisites: RDG 762 or concurrent enrollment. (Cross-listed with C-I and EFN; may only earn credit in RDG or C-I or EFN.)

 

RDG   762      Cr. 3

Reading Theory and Research

Critical analysis and application of inquiry methods as they apply to theory-building and research on literacy acquisition and development. Prerequisites: RDG 328/528, 730, 733, 741. Offered Sem. I.

 

RDG   765      Cr. 2-3

Factors Related to Reading Performance

The purpose of this course is to examine current research and theory related to selected factors that appear to influence students’ reading performance and to seek implications from this work for reading education and classroom practice. Keystone of the course is the University of Wisconsin Reading Symposium. At this two-day conference, students will be able to extend their knowledge base and exchange ideas with researchers-scholars and reading practitioners-specialists from across the country. All readings, discussions, and class presentations will relate to the cluster of factors identified for consideration at the symposium. Repeatable for credit —

maximum 6. Offered summer session.

 

RDG   770      Cr. 1-3

Symposium in Reading Education

Studies in reading education of interest to specific groups. Varying topics will be offered at intervals with a specific title assigned to each. Repeatable for credit — maximum 6.

 

RDG   780      Cr. 1-2

Field Experience in K-12 Reading Programs

An intensive and diverse professional experience in a school system (a minimum of 60 hours per credit) under supervision of an experienced reading specialist or other person responsible for the school reading program, and a university super-visor. Prerequisite: 15 credits of 500-700 level course work or equivalent. Repeatable for credit — maximum 2. Offered occasionally.

 

RDG/C-I/EDM          781      Cr. 3

Educational Supervision

Exploration of the nature and scope of responsibilities of areas in educational supervision. Special emphasis will be given to the improvement of instruction and curriculum development through the study of interpersonal relations. (Cross-listed with C-I and EDM; may only earn credit in RDG or C-I or EDM.) Offered summer session.

 

RDG/C-I/EFN/EDM/SOC   796     Cr. 1-2

Independent Study in Reading

Directed readings or presentation of material not available in formal departmental courses under the supervision of an assigned staff member. Repeatable for credit — maximum 4. (Cross-listed with C-I, EFN, EDM and SOC; may only earn 4 credits total in RDG, C-I, EFN, EDM, and SOC.)

 

RDG   799      Cr. 3-6

Master’s Thesis

Completion of an acceptable thesis under the direction of an assigned staff member. Prerequisite: RDG 762 or concurrent registration.


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