In this course the student will examine learning disabilities by studying the following: Theory of etiology, assessment, and teaching strategies utilized to remediate the disabilities. The course will also focus on other related topics such as the various types of assessment reports, the planning of individualized educational programs, the different systems for delivering special educational services, and future issues in the field of learning disabilities. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.

An introduction to the development of the communicative skills in the elementary grades. Both expressive and receptive skills will be studied. Emphasis will be placed upon the communicative arts as taught in the schools as well as the developmental aspects of language growth in the child. Attention will be placed upon the role of the communicative skills in the school curriculum with particular emphasis on the school reading program. Students will participate in a lab experience, which will provide an opportunity to obtain classroom-teaching experience in language arts. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 300, EDUC 376, and EDUC 380.
Co-requisite: EDUC 336

This course is designed to investigate reading instruction in the elementary grades. This will include a study of the reading process, methods of instruction, materials available, and reading skills. Methods, procedures, and techniques of identifying, analyzing, and correcting reading difficulties will be explored. Students will participate in a lab experience, which will provide an opportunity to obtain classroom teaching experience in language arts. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 300, EDUC 376, and EDUC 380

This course is taken by candidates in conjunction with their “methods and reading methods” of the program. Candidates will be placed in field experiences with the express purpose of practicing the methodology of teaching in various areas in a classroom setting. Graduate credit requirements are described in the course syllabus.

This course may be repeated for up to 3 credits
If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: Level I Admission to Teacher Education
Co-requisite: EDUC 334

This course will follow theory into practice where candidates build Indian Education for All instructional strategies for specific content areas in the elementary classroom. Candidates will explore, develop, and use advanced instructional strategies, materials, technologies, and activities to promote Indian Education for All instruction across the K- 8 curriculum. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, completion of all methods courses with a grade of “C” or better

The purpose of this course will be to examine a variety of assessment tools used to evaluate the strengths and weaknesses of individual students experiencing difficulty with reading. Both formal and informal tools will be discussed. Students will administer, score, and interpret the results of the assessment instruments in light of relevant research in reading education. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 335 and EDUC 336 or concurrent enrollment

This course is designed to provide teacher education candidates with an understanding of reading, writing, and critical thinking processes, knowledge of the skills a teacher may use to help K-12 student deal more effectively with specific content materials, and implementation of those skills in the elementary, middle and secondary school setting. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisites: Level I Admission to Teacher Education, EDUC 300 and EDUC 376

An examination of the variety of reading materials available for use in the teaching of reading and the application of those materials to the learning needs of children of differing reading competencies. Students will explore the role of reading and the communication arts in the elementary curriculum and the integration of literature in the elementary curriculum. Graduate credit requirements are described in the course syllabus.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
Prerequisite: Level I Admission to Teacher Education

A general study of word construction, form, and usage and word groups within sentences.

A survey of the scientific developments and major theoretical approaches to the science of oral and written languages.

If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.

A study of the literature designed for and available to the pre-adult audience, from pre-school materials for reading preparation and reading aloud, through elementary school literature, to literature for the adolescent audience of the middle school and secondary school levels. Includes poetry, fairy tales, myths, epics, fables, informational and nonfiction works, biographies, popular fiction, and fantasy literature.

Meets MSU-Northern General Education Core Humanities/Fine Arts (CAT VI) requirement.
Montana University System Core Course

A study of the oral traditions of various American Indian cultures, including examination of Indian language families, oral history traditions, oral literature, ritual and spiritual observances, together with English translations of Indian memoirs, autobiographies, and religious works.

Meets MSU-Northern General Education Core Cultural Diversity (CAT V) requirement
Montana University System Core Course