Literacy Assessment and Instruction Concentration
The Literacy Assessment and Instruction Concentration focuses on reading theory and pedagogy in a wide range of contexts, from fostering emergent literacy development to working with readers who struggle and to supporting the literacy skills of English Language Learners.
Literacy Assessment and Instruction Concentration Requirements:
The curriculum for the Literacy Assessment and Instruction Concentration at UW Bothell is comprised of four (4) courses for a total of 16 credits. Any graduate level student may take one or more of these courses, however, check course description first for prerequisites. Click here to review the Degree Requirements for all M.Ed. Students.
B EDUC 508 Early Literacy Development and Instruction (3cr)
Builds an understanding of how young children (ages 4-8) develop literate behaviors, and how teachers can support this development. Explores emergent literacy behaviors, oral language development, building a literate identity, phonemic awareness, decoding, reading comprehension, spelling, and writing.
B EDUC 510 Literacy Assessment and Instruction for Diverse Learners (5 cr)
Helps teachers meet the educational and linguistic needs of students with diverse needs or limited English language skills. Emphasizes instructional strategies consistent with a variety of approaches to curriculum adaptation and second-language learning. Examines strategies for classroom adaptation.
B EDUC 511 Reading Practicum: Responsive Small Group Instruction (5 cr)
Examines theory, research, and practice in relation to elements of responsive reading instruction including assessment, word identification, fluency, comprehension, vocabulary, and ownership. Applies learning to practice through small group reading instruction for elementary-grade children at local, school-based summer reading program. (Offered in Summer)
B EDUC 517 Working with Readers who Struggle Grades 3-8 (3 cr)
Develops the strategies and understandings necessary for effective assessment and instruction of struggling readers in grades 3-8. Focuses on classroom-based assessments and their benefits for informing individual or whole class reading instruction.