A Reading Teacher teaches reading skills to elementary and secondary school students. Helps students with reading, writing and pronouncing words. Often works with students with learning disabilities.
Online/Onground Individualized Study Course Instructor:
EDUC 564
Language, Literature, and Emergent Literacy in the
Primary Grades Division:
Graduate School of Education Course :
EDUC 564
Language, Literature, and Emergent Literacy in the Primary Grades (3 credits)
Term:
Fall, Online/Onground Dates:
September 9, 2026 - December 22, 2026
Course Description:
This course examines the role of literature in children's lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children's interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children's primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children's storytelling, and for deepening learning across content areas. This course will run as individualized studies for three students. The instructor will design the experience to be responsive to the learning and scheduling needs of the students.
Responsibilities:
Develop and deliver course content and materials aligned with the program curriculum. Grade and evaluate student performance in a timely manner, providing constructive feedback. Maintain open communication with students, including scheduled office hours or availability for consultation. Submit final grades and required course documentation (e.g., attendance records) by institutional deadlines. Collaborate with program faculty on course coordination and attend relevant program meetings, if necessary.
Qualifications:
Master's degree in education, or related field, required. 5 or more years of teaching students in grades pre-k-6 from a range of cultural and linguistic backgrounds, preferred. Experience in public schools, preferred. Critical orientation to issues of access and equity, preferred. Strong skills in communication, collaboration, and organization, preferred.
