Southwestern Oklahoma State University Undergraduate Catalog 2025-2026
Library Media LIBED 3423 MEDIA AND TECHNOLOGY
students' composition and reading comprehension skills. A study of types of writing, stages of the writing process, and components influencing writing proficiency develops knowledge needed for candidates to acquire teaching strategies for sentence, paragraph, and composition-level writing. The study of how to use writing to enhance reading comprehension and learning of content material for all subject areas supports the teacher candidate's understanding of the connectedness of literacy components. F, S, SU LITED 4113 PRACTICUM IN LITERACY EDUCATION 4 Practicum in Literacy Education 4 will lead teacher candidates to understand how education laws and policies inform the decisions teachers make regarding literacy instruction, curriculum, and assessments. An emphasis on legislative and policy guidance for inclusive, structured literacy instruction and assessments for students with dyslexia, dysgraphia, and/or other literacy learning delays is included in the course. Throughout the practicum field experience, teacher candidates select and implement various types of assessments, collect and interpret data, and respond to data analysis with the development and delivery of appropriate, targeted instruction. Candidates engage in the application-based field experience with Tier II and/or Tier III readers, implementing assessments, analyzing assessments, and providing appropriately aligned intervention. Throughout the practicum experience, candidates engage in collaboration with the cooperating teacher, course instructor, and peers to ensure an accurate understanding of the collected data is gleaned and that interventions are appropriately aligned to and based upon evidence-based practices. F, S Reading RDNG 0122 IMPROVEMENT OF READING Designed for self-improvement in basic reading skills. Designated materials are utilized for correction of reading skill deficiencies, vocabulary development and phonetic analysis. F, S RDNG 3432 THE TEACHING OF READING II The course is a continuation of RDNG 3423 with an emphasis on understanding, teaching, and assessing the aspects of language comprehension which influence skilled reading in students. Includes a thorough examination of the critical skills and teaching approaches necessary for all learners to achieve reading comprehension in narrative and discipline-specific literature. Exploration education laws and policies informing the decisions teachers will make regarding literacy instruction, curriculum, and assessments according to the unique needs of their students is included. Additional emphasis on legislative and policy guidance for inclusive, structured literacy instruction and appropriate assessments for students with Dyslexia and Dysgraphia, other reading delays, as well as principles and practices for English learners is included. Preservice teachers complete structured responses to course readings, research and present information on Dyslexia and Dysgraphia, utilize resources from the State Department of Education, and engage in collaborative discussions to connect course content to past experiences, field experiences, and future professional responsibilities. Prerequisite: RDNG 3423. F, S, SU Secondary Education SECED 4813 EDUCATIONAL TESTS/MEASUREMENTS Use of test instruments in evaluation of the secondary student. Students select and interpret norm-referenced tests; construct and interpret criterion- referenced tests. F, S, SU SECED 4823 PRINCIPLES OF TEACHING IN THE SECONDARY SCHOOLS An in-depth study of the secondary school and its roles/purposes in American society with major emphasis toward subject integration, content delivery techniques, and overall responsibilities of secondary teachers. F, S, SU SECED 4843 TEACHER’S COURSE IN SCIENCE Methods, problems, and resources in teaching science in the secondary school. Problems and topics in the middle school and high school are presented. Required for teacher certification in science areas. Prerequisite: Admission to Teacher Education Program. FO
A study of the use of computers and other media equipment in an instructional setting. The main vehicle of instruction will be modular and include the procedures to produce instructional materials using Microsoft Office Application Programs. Integration of the Internet with Microsoft Office is an integral part of the instruction. F, S, SU Literacy Education LITED 2113 CHILDREN’S LITERATURE The Children’s Literature course develops teacher candidates’ knowledge of and familiarity with a variety of children’s texts which are representative of both the cultures and abilities of their future students. It also supports teacher candidates in developing a deeper understanding of the power of literature as well as methods for increasing student interest and engagement with text in order to increase reading ability and comprehension. The course utilizes a variety of instructional materials and approaches. Candidates will read a wide amount of children’s literature in addition to selected pieces of professional literature and participate in selected audio and video media activities. Various written and performance-based assessments are also utilized to increase candidates’ foundational and pedagogical knowledge and skills as it relates to capitalizing on the use of children’s literature in the elementary classroom. F, S LITED 3213 FOUNDATIONS OF LANGUAGE AND LITERACY EDUCATION 1 Foundations of Language and Literacy Education 1 leads teacher candidates in understanding foundational concepts within the science of reading, including the essential components of reading as established by the National Reading Panel (2000), as well as contemporary models and neuroscience explaining cognitive processes related to how the brain interprets print. Exploration of the process by which humans acquire, use, and understand language, stages of language development, and strategies to support language development are positioned as a foundational framework for understanding the relationship between and differences among aspects of oral and print language and continued literacy development. Candidates learn and apply structured literacy practices for instructing and assessing future students’ skills in language development, phonology, alphabetics, emergent writing, single-syllable decoding and encoding, and fluency. Variations in development and appropriate approaches for differentiated literacy teaching among students with diverse needs are explored to prepare candidates for the creation of inclusive literacy learning environments; a specific emphasis on developing a working knowledge of the underpinnings of dyslexia, including characteristics and accommodations, is also included. F, S, SU LITED 3313 TEACHING ENGLISH LEARNERS This course provides theoretical and practical foundations for teaching English learners. The course focuses on methods and materials for teaching English learners including instructional approaches for language and literacy development and academic content. The course also explores cultural values and beliefs in the context of teaching and learning English as a second language. F, S LITED 3413 ADVANCED DECODING AND LITERACY EDUCATION 2 This course results in a deep understanding of the structures of the English language required for the advanced decoding and encoding of multisyllabic words leading to automatic word recognition and proficient spelling among developing readers and writers. In addition to the study of advanced decoding by syllable division and syllable type, candidates learn to teach students how to analyze words according to their structure and morphological components to aid in word recognition and vocabulary development. A study of the structured, sequential, and cumulative progression of skills for decoding and encoding supports candidates' learning of structured literacy practices for systematically and explicitly teaching and assessing skills for decoding, encoding, silent and oral reading fluency, and vocabulary development. F, S, SU LITED 3513 WRITING IN LITERACY EDUCATION 3 Writing in Literacy Education 3 provides evidence-based instructional approaches for teaching writing composition and reading comprehension. The course emphasizes the impact of explicit writing instruction on
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