RDG 203 Learner Development and Early Literacy
In this course, teacher candidates develop a solid and comprehensive understanding of research-based instructional practices surrounding the pillars of the science of reading instruction: Oral Language, Phonemic Awareness, Fluency, Vocabulary, and Comprehension. Specifically, instruction includes a multi-componential instructional focus on all of the following components of evidence-based reading instruction: language acquisition, literacy development, phonological processing, phonics and word recognition development, spelling, fluency, and automaticity development, vocabulary development, text comprehension development, assessment administration, and interpretation, letter formation, orthographic processing, morphological awareness, structure of language, language-based learning disabilities, written expression, and interventions for struggling readers. Teacher candidates examine language and its relationship to developing literacy in English based on one's native language. Teacher candidates develop an awareness of social and cultural language differences, language acquisition of young children across cultural and linguistic groups, assessment and instructional strategies of language and communication, and facilitation of literacy about the six components of reading.