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 designed to familiarize teacher candidates with national and state standards for adolescent reading proficiency and literacy. This course will explore the development of literacy skills and provide appropriate instructional strategies, methodologies, and materials necessary for creating a productive teaching and learning environment for all adolescent students, grades 5-12. Teacher candidates will learn to apply various strategies and technologies to enable and empower learners with diverse backgrounds, learning preferences, and ability levels.

This course will look at the importance of phonological awareness in an elementary school setting. It will develop the understanding of different ways that oral language can be manipulated and divided into smaller components. At the less complex end of the continuum, strategies will be taught that demonstrate an awareness that speech can be broken down into individual words. At the top of the continuum, phonemic awareness strategies will be taught to demonstrate an understanding that words are made up of individual sounds or phonemes that can be manipulated and that by segmenting, blending, or changing individual phonemes within words, new words are created.

This course will prepare educators and pre-educators to understand the elements of writing in elementary grades. It will also provide strategies for employing writing. Some topics covered will include: Step-Up to Writing, Writer’s Workshop, Six Traits of Writing, Writing Across the Curriculum, and Technical Writing.

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

This course begins the study of how mass media through education, socialization, and indoctrination, influence a student’s understanding of the world. Students will be introduced to concepts, ideas and methods for thoughtful evaluation of the media culture so prevalent in today’s world.

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.

This course is designed to provide students with an overview of linguistic systems, such as phonetics, phonemics and semantics, and an intensive study of the structure of American English. It also engages students with methods of employing these materials in their own classrooms.

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. Graduate credit requirements are described in the course syllabus.

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