REED 522 Theoretical Models of Reading and Literacy Processes (3:3:0)
In this course, students consider the historical perspective, the current theories, and the future directions of reading instruction. Participants examine diverse approaches to reading, engage in productive discussion, and explore the research knowledge base from which reading educators work.

REED 523 Analysis of Instructional Techniques in Reading (3:3:0)
This course is a survey of the major areas of difficulty in the reading process, a study of the methods suitable for attaining desired goals in reading, and an evaluation of teaching materials.

REED 524 Reading Clinic Practicum (6:0:12)
This course consists of a guided and supervised practical application of principles and theories of assessing and teaching reading. Competency prerequisites.

REED 525 Research Seminar in Reading (3:3:0)
This course provides an understanding of the best methods to use in interpreting and using research reports. It includes a study and evaluation of available research in the field of reading. Competency prerequisites.

REED 526 Development of the School Reading Program (3:3:0)
This course defines the various reading specializations, the duties and responsibilities of the reading specialists, and provides students an opportunity to develop and administer reading programs suitable for specific school situations. Competency prerequisites.

REED 527 Reading in the Content Areas (3:3:0)
This course focuses on how teachers can help students understand content area texts and related materials. Reading as a thinking process, comprehension skill and strategy instruction, and the evaluation of instructional materials are emphasized in this course.

REED 529 Assessment and Evaluation of Literacy (3:3:0)
This course is designed to provide practice in the use of formal and informal assessments in appraising a child's abilities in reading and related areas. The creation of a Literacy Profile, which includes assessment results and diagnostic information serves as the basis for instructional practices. Competency prerequisites.

REED 530 Teaching Reading through Young Adult Literature (3:3:0)
Participants in the course will examine how to engage young adults in the reading process through literature-based instruction. Among the topics to be addressed will be teaching reading through thematic units, the shared stages of reading and writing, literature response methods, and developing reading strategies through a variety of literary genres.

REED 546 Learning to Read through the Arts (3:3:0)
This course prepares teachers to develop and use an individualized reading program designed to improve reading skills through the integration of a total arts program with a total reading program. Upon completion, participants are qualified to adopt the Learning to Read Through the Arts program of the U.S.O.E. National Diffusion Network. Accepted for general education.

REED 547 Success-Oriented Reading:Whole Language Development (Semester hours arranged)
The course provides opportunities for teachers to explore the reading process from a variety of current viewpoints and to help the participants develop their own personal classroom teaching programs to put these ideas into practice. The course is designed to stimulate new thinking, to have participants experience activities that can be used with students, and to give participants confidence in creating personalized reading activities and materials for their own students. Prerequisites: ELED/PSED 581 or ELED 582. This course is also listed as ELED/PSED 547.

REED 550 Foundations of Reading Recovery I (3:3:0)
This course introduces the principles and procedures of the Reading Recovery program which is based on Marie Clay's theory of emergent and beginning literacy. The course is taught by a certified Reading Recovery Teacher Leader and is conducted at a Reading Recovery site. Enrollment is limited and departmental approval is required.

REED 551 Foundations of Reading Recovery I (3:3:0)
This course extends and refines the student's understanding and use of the principles and procedures of the Reading Recovery program introduced in REED 550. The course is taught by a certified Reading Recovery Teacher Leader and is conducted at a Reading Recovery site. Enrollment is limited and departmental approval is required. Students who successfully complete both REED 550 and REED 551 will be certified as Reading Recovery Teachers.

REED 565 Special Topics in Reading (Semester hours arranged)
These courses deal with specific aspects of reading instruction to meet the needs of graduate students or to determine the value of introducing them as part of the university curriculum. Competency prerequisites.

REED 570 ReadingWorkshop (Semester hours arranged)
A professional program designed to examine intensively current trends in reading instruction for in-service teachers.

REED 575 Reading Colloquium (3:3:0)
This course addresses contemporary issues in reading. Designed to be taught in an interactive workshop format, Reading Colloquium emphasizes learning, application, and performance assessment.

REED 577 Independent Study in Reading (Semester hours arranged)
Under the auspices of a professor in the Reading Department, the student pursues a pattern of reading, study, and research related to professional knowledge and understanding in reading. Topics should be established prior to enrollment.

REED 580 Research Problems in Reading (3:3:0)
The course is designed to assist the student in identifying important problems in the field of reading, critically analyzing available research, and synthesizing possible solutions. Competency prerequisites.

REED 589 Field Experience in Reading (3:1:4)
This course is a two- (or three-) week field experience under the gauidance of a Reading Specialist in the public schools. The student will (1) observe him/her in all phases on his/her work (2) following observation, the student will assist the Reading Specialist and (3) gradually assume teaching responsibilities for the various instructional groups as the Reading Specialist may deem feasible. The program will be supervised by a member of the Reading Department.