Teaching Language Arts and Literacy in Early Childhood and Early Childhood Special Education

Catalog description

This clinical course focuses on the development and instruction of language arts and literacy for children from birth through grade 3, with particular attention to the needs of children in early childhood and early childhood special education settings. Grounded in the research of the National Reading Panel and aligned with developmentally appropriate practices and standards from the National Association for the Education of Young Children (NAEYC), the course emphasizes the foundational components of early literacy, including phonological awareness, print awareness, oral language, vocabulary development, and early writing. Candidates explore the reciprocal relationships between speaking, listening, reading, and writing, and learn to design inclusive, culturally responsive instruction that meets the needs of diverse learners, including children with disabilities and dual language learners. Students assess children's literacy skills using both formal and informal tools and apply differentiated strategies to support language and literacy growth across home, classroom, and community contexts. Although this course focuses on birth through age 3, strategies and methods for teaching reading through grade 8 are covered in order to help prepare teachers for the Pearson Foundations of Reading Test. Drawing on the principles of the science of reading and structured literacy, the course prepares candidates to deliver evidence-based instruction that supports the development of proficient readers. Students learn to implement systematic, explicit instruction in phonics and other critical components of reading, consistent with current research and best practices for early literacy intervention. Fifty to eighty supervised clinical hours are required, with opportunities to observe and engage with children in early childhood and special education settings, collaborate with families, and evaluate the effectiveness of instruction. ?As part of the clinical experience, students will complete a Small Group Decoding Intervention Project, providing hands-on practice in identifying decoding needs, designing targeted phonics instruction, and monitoring student progress. This semester-long project involves working with a small group of K?8 students over 5?6 weeks, conducting assessments, delivering instruction, and reflecting on student growth and instructional effectiveness. It serves as a key opportunity to apply course concepts to authentic classroom practice and is aligned with all course learning outcomes.