Course Description
Designed to give teachers a deeper understanding of the theories and research behind effective reading instruction for students in the elementary grades.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
To examine multiple perspectives on the development and teaching of literacy knowledge and practices
To explore theories and practices about how children learn to read words and to read fluently.
To explore historical and contemporary theories of reading comprehension and related practices
To explore various perspectives on writing, writing development, and writing instruction
To understand the complexity of the construct of literacy “disability” and related research and practice
To understand the links between engagement/motivation and literacy development and practices
To examine issues related to the selection and uses of reading materials in the elementary grades and how these choices help to support or deter development.
To consider the role of children’s and teachers’ talk in the development of literacy and literate practices.
To become familiar with what research indicates about the links between vocabulary development and reading and writing growth and practices.
To explore multilingual literacies
To explore the concept and practices of multiliteracies
To understand how assessment practices inhibit and/or support literacy development and practices.
Course Grading Information:
Activity/Performance Measure | Percentage/Points |
|---|---|
Class Participation and Readings | 20% |
Mid-Semester Position Statement | 20% |
Children and Young Adult Literacy Project | 30% |
Self-Selected Projects | 30% |
Attendance/Participation:
Class Participation and Readings 20%
Course Materials Purchased by the Students:
No course materials are required.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.