Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ReadOregon Thematic Areas

ReadOregon THEMATIC AREAS

The ReadOregon programs are planned around modules/courses within six thematic areas:
  1. Foundations: This area of study examines components that contribute to literacy practices. Foundational courses/modules may include topics such as: language development, how written information is processed, various disciplines related to literacy acquisition, how the language areas are interrelated, strategies related to literacy instruction, how language works, and the nature of teaching language arts K-8.

  2. Literacy Strategies & Methods: Courses/modules in this area are designed to help educators guide students in acquiring skills necessary for reading, writing, thinking, and study in all curricular areas. The focus will be to provide functional methods for integrating literacy strategies at all levels, from prereading and literacy development to content area study in the middle and high school.

  3. Literacy for Diverse Learners: With modern classrooms reflecting a diversity of students from various cultural backgrounds, populations with special needs due to cognitive processing approaches, and a multitude of learning/intelligence styles, ReadOregon seeks to provide opportunities for teachers to enhance their knowledge of multifaceted instructional approaches. Courses offered in this thematic area provide knowledge/skills in four areas: a) foundations of literacy, bi- and multi-literacy, and language development; b) research-proven instructional methods and strategies that are effective in helping students develop and enhance skills in reading, writing, speaking, listening, and thinking; c) specific methods and strategies for reading specialists that work well with a variety of students in various literacy programs; and d) methods and strategies that empower classroom teachers to effectively work with the broad range of students in their classrooms.

  4. Assessment: Courses/modules involve the appropriate use of authentic assessment of students' reading proficiencies and difficulties. Assessments are designed to inform curricular instruction and honor individual differences. The focus will be on one or more levels including: early childhood, elementary, middle, secondary, adult. Assessment involves a wide range of tools and practices including formal individual and group assessment strategies, and extensive use of informal assessment tools (e.g., teacher observation; portfolios). The ensuing assessment forms the basis for instruction that accommodates individual learning, cultural, ethnic, and linguistic diversity. Courses/modules also offer preparation in appropriate and effective communication of the results of assessment to students, parents, colleagues, and administrators.

  5. Leadership in Reading Programs: This area of study examines issues related to school or district wide literacy activities. Courses/modules in this area are of particular interest to those in leadership roles including coordination of language arts programs or involvement with curriculum. Topics may include selecting and designing curriculum, current instructional practices, management of systems, staff roles, staff development, supervision, organization of support systems for students, research issues, review of literature, and action research.

  6. Literature: Courses/modules in this area are designed to develop educators' knowledge of the rationale for using literature, to provide a greater awareness of current and traditional books, and to familiarize educators with instructional strategies for using literature in the classroom. Topics may include children's literature, young adult literature, and multicultural literature for use with early childhood, elementary, middle school, and high school students.
SUMMARY OF PROGRAM REQUIREMENTS

Requirements for the 12-credit Classroom Teacher Literacy Course of Study (mini-certificate) comprise half of the requirements for the reading endorsement.
    ReadOregon Classroom Teacher Literacy Course of Study - 12 credit program
    • Literacy Strategies & Methods - 3 credits required
    • Literacy for Diverse Learners - 3 credits required
    • Electives - 6 credits
      (All literature courses are electives. Students can also choose courses in other thematic areas that meet their needs.)

    ReadOregon Reading Endorsement - 24 credit program
    • Literacy Foundations - 3 credits required
    • Literacy Strategies & Methods - 3 credits required
    • Literacy for Diverse Learners - 3 credits required
    • Literacy Assessment - 3 credits required
    • Leadership in School Reading Programs - 3 credits required
    • Practicum - 3 credits required
    • Electives - 6 credits
      (All literature courses are electives. Students can also choose courses in other thematic areas that meet their needs.)

ReadOregon is a consortium of five Colleges/Schools of Education of the Oregon University System
in cooperation with OUS Departments of Distance and Continuing Education.
The ReadOregon programs were developed with grant funds from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Dept. of Education

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