EDRD603 Reading Instruction for Linguistically and Culturally Diverse Learners (2 cr.)
Prerequisite(s): EDRD600 , EDRD601 , EDRD602
This course focuses on the concepts and skills needed to develop literacy programs for students who differ in how they acquire literacy because of language, learning, and/or cultural differences. Three major strands are featured: (1) selection and teaching of literature that reflects the diversity of American classrooms and promotes global understanding; (2) fostering literacy in children who come from non-mainstream cultures; and (3) literacy for English Language Learners (ELL/ESL) and for those with special learning characteristics, for example, gifted and talented. Gender differences in literacy acquisition are also explored.
Upon completion of this course, students are expected to be able to do the following:
A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(5) understand the progression of reading development (emergent, beginning, transitional, intermediate, and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers;
(11) teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature.
B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(3) implement and reflect on the use of instructional practices, approaches, and methods, which support the cognitive, cultural, and linguistic differences of readers.
(5) identify, secure, and use high-quality literature, which meets the interest and reading needs of all readers and represents various cultures and genres.
D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:
(2) support students and colleagues in the selection of materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds.
(7) use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.
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