EDU-491-21, Top: Proc & Acquis of Reading (FA14)
INSTRUCTOR: Dr. Cathy C. Gantz, E-mail: firstname.lastname@example.org
SCHEDULE/DAY/TIME: Special/Tuesday/6:00 – 8:45 PM, (September 9th, 16th, 23rd, 30th, October 7th, 14th, 21st, 28th, November 4th, 11th)
CONTENT: COURSE DESCRIPTION
This web-enhanced course is designed to assist pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development, and the study of current issues in reading research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes, and morphemes is included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Participants will be introduced to current scientific research. Throughout the course, candidates will demonstrate their knowledge of concepts and skills through a variety of tasks, such as surveys of their ability to identify linguistic units (spoken and written syllables, phonemes, graphemes and morphemes), observations of students and analysis of student work, and presentations of research summaries. The syllabus, assignments and evaluation protocols for those assignments will be reviewed with the candidates.
Gunning, F. Thomas. (2010). Creating literacy instruction for all children, 8th Ed.
Moats, Louisa C. (2010). Speech to print: language essentials for teachers of reading, 2nd Ed.
READINGS TO BE DONE PRIOR TO CLASS:
Please read chapter one in Gunning and Moats.
By the end of this course, students will be able to:
Describe and recognize phases of the reading acquisition process. (P 1.0) (Intasc 1, 2; EDO 1, 2) (IRA 1.1, 1.2, 1.3)
-Phases of reading acquisition (P 1.0 A)
-Intrinsic/extrinsic, alterable and unalterable variables and their contribution to reading acquisition (P 1.0 B)
-Dyslexia and other reading difficulties (P1.0 C)
-Contributions of neuroscience to understanding of how children learn to read (P1.0 D)
Apply knowledge of language structure to understand the reading and writing processes of children. (P 2.0) (Intact 1, 2, 3, 5; EDO 1, 2) (IRA 1.4)
-The role of letter name knowledge in reading and spelling (P 2.2)
-Language organization (p 2.5)
-The role of fluency (P 2.8)
-The role of vocabulary development and knowledge in comprehension (P 2.9)
METHODS OF INSTRUCTION:
Lecture, Discussion, Video, Presentations, Cooperative learning
REQUIREMENTS/ASSIGNMENTS FOR THE COURSE:
-Class Participation and Attendance -10%
If you cannot attend the first class, please do not register for this class. Being present and on time is essential. Students need to be prepared and ready to participate in discussions and other activities. The final grade may be reduced for frequent absences or lateness’s.
-Formal Assessments – 45% Rubric provided for assessment of written work
There are five items that are starred and bolded. They are formal assessments and will be submitted for grade. The total for all items is 45% of the total grade for the course. They occur at various points in the course.
-Reading Components Literature Review and Presentation – 45% Graduate Rubric Provided
See the attached description and rubric
GRADING POLICIES/COURSE EXPECTATIONS:
Class Participation and Attendance - 10%
Formal Assessments - 45%
Literature Review and Presentation - 45%
Students are bound by an honor code that is based on respect for individual and personal responsibility. It assumes that all work submitted is one’s own. Turning in the same work to more than one instructor without consent of the instructors is a violation of the honor code.