RDG602 Literacy in the Disciplines (3 cr.)

Prerequisite(s): RDG600 , RDG601  
This course is based on the premise that every teacher is a reading teacher and that teaching students how to learn from textbooks is as important as teaching them what to learn in specific disciplines. Major objectives of this course include using data to diagnose literacy difficulties, remediation of reading/writing deficits, effective instructional strategies for developing strategic readers and competent writers in the content areas, and planning processes necessary to meet the literacy needs of students.

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:

(12) teach comprehension strategies such as adjusting reading approach, activating background knowledge, summarizing, generating questions, constructing mental representations, and self-monitoring;

(13) teach and foster critical thinking skills and behaviors such as thinking independently, withholding judgment, recognizing point of view and bias, and considering multiple solutions; and

(14) teach writing to advance reading development and learning from text.

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:

(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;

(4) understand and apply instructional and informational technologies, digital literacy, and electronic resources to support literacy;

(6) understand the rationale for using a wide range of texts and show evidence of using multiple texts within instruction, including informational texts, content area texts, electronic texts, and non-print materials;

(7) understand the structures of texts, both print and electronic, and the challenges presented by these materials, and use this knowledge in lesson design to match materials to the cognitive levels of all readers and across the curriculum.

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: 

(3) develop and implement classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;

(4) integrate technology into reading instruction to create and maintain an environment that includes conventional and new literacies and ensures equity of access to technology;  

(8)  promote critical literacy by encouraging students to question what they are reading while analyzing texts from multiple viewpoints or perspectives.