REED 191 Developmental Reading (3:3:0)
The needs and progress of college students are evaluated in the development of their reading ability. Comprehension skills, especially understanding reasoning processes expressed in written language and study skills, are emphasized. Open to all students.

REED 211 Teaching of Reading in the Elementary School (3:3:0)
This course is a study of principles and procedures underlying the teaching of fundamental skills basic to a developmental reading program in the elementary school. It includes a survey of reading materials and techniques and demonstrations of classroom teaching. Not open to Elementary Education majors.

REED 212 Emergent Literacy (3:3:0)
The development of the reading and writing behaviors of young children is observed and examined. The emphasis of this course reflects the current knowledge base for children's emerging literacy development into conventional literacy, from birth through the early primary school years.

REED 290 Special Topics (Semester hours arranged)
These courses are designed to meet specific needs of groups of students or are courses offered on a trial basis in order to determine the demand for and value of introducing them as part of the university curriculum.

REED 313 Foundations of Reading Instruction (6:4:4)
A basic course to develop the competency of Elementary Education students to teach reading. The major approaches to reading instruction, with an emphasis on skill instructional techniques, are stressed. Lectures, videotapes, films, and demonstrations cover classroom teaching and appraisal of reading achievement. Weekly field experiences in a Professional Development School will emphasize the course content and relate instructional theories to teaching. Student participation in discussion of selected topics, in small groups under the guidance of one of the professors, is an important aspect of the course. Prerequisite: ELED 264.

REED 315 Teaching Reading to Students with Special Needs (3:3:0)
This course will prepare prospective teachers to provide effective reading instruction to students with special needs which are categorized into four broad areas. The areas are 1) the needs of handicapped readers including the learning disabled, mentally retarded, visually and hearing impaired, speech and language impaired, physically handicapped, and emotionally disturbed, 2) the needs associated with cultural differences, 3) the needs represented by language differences, and 4) the needs of gifted readers. The emphasis of this course will be on instructional procedures which reflect the current knowledge base for helping students acquire literacy. Prerequisites: REED 211 or SPPA 101. Required for Special Education and Speech Pathology majors.

REED 321 Teaching of Reading in the Secondary School (3:3:0)
Students demonstrate competency in utilizing secondary content area reading material to assist young people in developing comprehension and study skills. Prerequisite: PSED 161.

REED 331 The Selection and Evaluation of Reading Materials (3:3:0)
This course focuses on the examination and rationale for current techniques and materials for teaching reading to students capable of utilizing different modalities. Both developmental and corrective classroom reading programs for the elementary and middle school will be considered. Prerequisites: REED 211, or 313, or 321.

REED 332 Content Reading in the Elementary School (3:3:0)
Students learn and practice the teaching of those reading skills which elementary school children need for successful reading in subject matter areas. Prerequisites: REED 211, or 313, or 321.

REED 430 Teaching Reading through Young Adult Literature (3:3:0)
Participants in the course will examine the engagement of young adults in the reading process. Among the literature-based 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. Prerequisites: REED 211, or 313 or 321; ELED 232.

REED 433 Literacy: Techniques for Assessment (3:3:0)
The emphasis of this course reflects the current knowledge base for the ongoing process of formative and summative evaluations. Data gathering, data analysis, and data display are surveyed and demonstrated. Prerequisites: REED 211, or 313 or 321; ELED 232.

REED 434 Field Experience in Reading (3:1:4)
This course is a three-week field experience under the guidance of a Reading Specialist in the public schools. The student will 1) observe him/her in all phases of his/her work, 2) following observation, 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. The course is accepted to fulfill an area of concentration (Reading) requirement. Prerequisites: REED 211 or 313; ELED 232.

REED 447 Success-Oriented Reading: Ideas into Action (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 490 or ELED/PSED 491. Since this course is also offered for graduate credit, a differentiation of requirements may be made. This course is also listed as ELED/PSED 447.

REED 485 Independent Study (Semester hours arranged)
This course consists of directed research and study on an individual basis.

REED 486 Field Experiences and Internship (Semester hours arranged)