The programs with a specialization in Teaching Literacy B-6,
Teaching Literacy 5-12 and Teaching Literacy B-12 give the
initially certified teacher the skills to teach reading, writing,
and related language arts to students from early childhood to high
school levels. Both prospective and practicing teachers
acquire the skills to become reading specialists, capable of
diagnosing and assisting children and adults in overcoming their
literacy-related problems.
The programs will prepare graduates
to:
Demonstrate knowledge of the fundamental
principles of literacy instruction.
- Demonstrate knowledge of theories of literacy development
including emergent literacy, early oral language development, and
the relationship of oral to written language.
- Identify and describe theories and models for teaching students
with exceptionalities, diverse learners, and at-risk student.
- Describe the principles of scientifically-based* reading
research to obtain valid knowledge about scientifically-based
reading instruction and assessment.
- Summarize the underlying principles of multi-sensory approaches
to language learning emphasizing the structure of language and the
study of the dyslexic learner.
- Use computer-based instruction to enhance reading and writing
skills.
* Scientifically based knowledge includes, but is not limited
to, results of experimental studies.
Utilize a wide range of instructional
practices, approaches, methods and materials to support literacy
instruction in the classroom, including, but not limited to, those
identified by the National Reading Panel (2000).
- Demonstrate competencies for teaching phonemic awareness,
phonics instruction, and multi-sensory approaches to language
learning.
- Demonstrate the of use reading skills that support accuracy and
automaticity in word recognition necessary for reading
fluency.
- Identify reading – writing connections, techniques and
strategies that promote children’s active construction of meaning
through the use of quality literature
- Describe and utilize techniques for using content as a subject
matter to develop vocabulary and concept development.
- Demonstrate methods to achieve comprehension with narrative and
informational text.
- Use appropriate grouping options (individual, small group,
whole class) for accomplishing specific literacy goals.
- Design instructional methods, including computer-based
practices, for learners at different stages of development and
various cultural and linguistic backgrounds.
Use a variety of assessment tools and
practices to diagnose and prescribe literacy instruction for
divergent level students.
- Demonstrate the ability to identify each assessment instrument,
what it measures, and its appropriate use in diagnosis]
- Conduct parent and client interviews to determine the physical,
social, emotional, and cognitive facts affecting literacy
learning.
- Administer, score, and correctly analyze various types of
formal and informal assessments and summarize results in case study
report.
- ommunicate the results of assessments to specific individuals
(parents, students, caregivers, colleagues, administrators,
policymakers, etc.) creating an awareness of the needs of the
diverse learners and learners with special needs.
Formulate a plan of instruction, based on
diagnostic findings, to remediate or correct the literacy
deficiencies of any given student.
- Create appropriate instruction, and revise as needed, to meet
the needs of all students, including those from different cultural
and linguistic backgrounds.
- Provide literacy recommendations based on the student’s
physical, affective and cognitive needs as determined by the
results of the evaluations.
- Create a plan for a learning environment that fosters reading
and writing by integrating foundational knowledge, use of
instructional practices, use of technology, materials and
assessment.
Interpret and apply standards of
professional and state organizations.
- Integrate principles of the International Reading Association
and the National Council for Teachers of English for teachers of
literacy into classroom literacy instruction.
- Incorporate the goals of New York English Language Arts
Standards into classroom literacy instruction.
- Use research, best practices, and findings of professional
organizations to strengthen and update professional practice.
Department Contact
E. Francine Guastello, Chair
and Coordinator
Sullivan Hall 411
(718) 990-1557
guastelf@stjohns.edu
Hours
Monday - Thursday 8:30 a.m. - 4:30 p.m.
Friday 8:30 a.m. - 3:00 p.m.
Graduate Admission Information
Queens Campus
The School of Education
Office of Graduate Admissions
(718) 990-2304
graded@stjohns.edu
Staten Island
Campus
The School of Education
Graduate Admission Information
(718) 390-4506
gradedstatenisland@stjohns.edu
Manhattan
Campus
The School of Education
Graduate Admissions Information
(212) 277-5122
gradedmanhattan@stjohns.edu
Oakdale
Location
The School of Education
Graduate Admission Information
(631) 218-7775
faucettl@stjohns.edu
Quick
Links