3 Semester Hours

Semester/Year: Spring 2000

Instructor: Dr. Donna Harkins

Office Location: Child Development Center, Room 3

Office Hours: Monday: 9:00 am – 12:00 pm & 1:00 pm – 4:00 pm

Tuesday: 10:00 am – 12:00 pm

Wednesday: 10:00 am – 12:00 pm

Telephone: 770-838-3202

Fax: 770-836-4612

An introduction to skills, approaches, materials, and methods of reading instruction.

Through this course students will demonstrate progress in the achievement of three INTASC standards that form the conceptual framework for initial preparation programs in the College of Education.

Standard 1. Demonstrate an understanding of individual differences in students' learning and create instructional opportunities adapted to diverse learners, including students with multicultural backgrounds and special learning

needs. The students will study, plan and present instructional materials adapted to special needs and special circumstances of children involved in reading instruction.

Standard 2. Demonstrate an understanding of how students learn and develop and can provide learning opportunities that support student learning and individual development. The student will plan, design, and implement developmentally appropriate content, activities, and methodology for children involved in reading instruction.

Standard 3. Accept responsibility for monitoring and managing student learning including developing a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance

skills. The student will design and implement lessons that demonstrate inquiry and critical thinking processes and that effectively manage children's behavior during reading lessons.

Students will:

1. Define contemporary theories of literacy learning – namely constructivist, interactive, socio-linguistic, and reader response (Piaget, 1969; Rumelhart, 1977; Stanovich, 1980; Heath, 1983, Vygotsky, 1978, 1986; Rosenblatt, 1978, 1983);
2. Discuss the cultural, psychological, and linguistic factors of the preliterate environment (Klausmeier & Goodwin, l975; Goodman, l986);
3. Discuss skills, approaches, methods, and strategies for promoting early literacy (Maggart & Zintz, l992; Strickland & Morrow, l989);
4. Discuss skills, approaches, methods, and strategies for developing literacy in the primary learner (Heath, l980; Roser & Wilson, l986);
5. Discuss skills, approaches, methods, and strategies for developing literacy in the middle school learner and content areas (Navarra & Zafforoni, l97l; Pickett, l982; Bond, l984; Carbo, l986; Vacca & Vacca, 1999); and
6. Discuss the needs and learning styles of the special learner (Christie, Enz, & Vukelich, 1997)

Tompkins, G. E. (1997). Literacy for the 21^st century: A balanced approach. Upper Saddle River, NJ: Merrill.

References: For a more complete listing of references, see the required text. The following references may also prove useful:

Bond, G., Tinker M., Wasson, B., & Wasson, J., (l984). Reading difficulties: Their diagnosis and correction (5th ed.). Englewood Cliffs, N J: Prentice-Hall.

Carbo, M. Teaching reading with talking books, The Reading Teacher, 32 (December, l978), 267-73.

Gates, A. (l949). Character and purposes of the yearbook: Reading in the elementary school. 48th Yearbook of the National Society for the Study of Education. Nelson B. Henry (ed.). Chicago: University of Chicago Press.

Goodman, K.S. (l986). What's whole in whole language? Portsmouth, NH: Heinemann.

Heath, S.B. (1983). Research currents: A lot of talk about nothing. Language Arts, 60, 999-1007.

Horn, F. (l937) Methods of instruction in the social studies. N Y: Charles Scribner's Sons.

Klausmeier, H.J., &Goodwin, W. (l975). Learning and human abilities: Educational psychology (4th ed.). New York: Harper & Row.

Maggart, Z., & Zintz, M. (l992). The reading process: The teacher and the learner (6th ed.). Dubuque, IO: Brown Publishing Company.

Nauarra, J.G.& Zafforone, J. (l97l). The young scientist: His predictions and test. New York: Harper and Row.

Piaget, J. (1969). The psychology of intelligence. Paterson, NJ: Littlefield, Adams.

Pickett, W. (l982) & Phelps, M. (September, l982). Cost-free steps to increased student achievement, Principal, National Association of Elementary Principals.

Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.

Rosenblatt, L. (1983). Literature as exploration (4^th ed.). New York: Modern Language Association.

Roser, N.L.& Wilson, G. Books for reading about reading: Read-alouds for children learning to read, The Reading Teacher,40, 282-87.

Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance (vol. 6). Hillsdale, NJ: Erlbaum.

Stanovich, K. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.

Strickland, D. & Morrow, L. (l989) Emerging literacy: Young children learn to read and write. Newark, DE: International Reading Assn.

Vacca, R. T. & Vacca, J. L. (1999). Content area reading (6^th ed.). New York: Harper Collins.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.

Group Project: Each student in the class is expected to develop a thematic unit with other class members. Content of the thematic unit will be presented during class. An outline or a graphic organizer which specifies grade level, content area, instructional methods and materials, and means of assessment should be included.

Term Paper or Project: (Group or Individual)

Each student in the class is expected to complete and submit for evaluation a research paper or project on an agreed upon topic. Topic to be approved by fourth class meeting.

Examples:

Early childhood 4-8 - importance of reading orally to young children

Special education - guiding reading (special techniques) for special learners

NOTES ON PREPARING THE PAPER:

1. Date due: No later than 4/3/00.
2. The paper must be typed and double spaced.
3. The final paper must be prepared according to APA style.
4. Papers should be 4 to 6 pages in length and include approximately 10 references.
5. References are typically drawn from journals, periodicals, tradebooks, reference sources, textbooks, and magazines.
6. Outlines are not required.
7. In preparing the paper "tight" referencing is suggested. It is better to "over" reference than to "under" reference.
8. The exact nature of the paper is left to the individual; however, it must conform to the stated topic and be approved by the instructor.

15% Attendance and Participation

15% Mid–Term

20% Final

25% Group Project

25% Research Paper or Individual Project

A = 90-100, B = 80-90, C = 70-79, D = 60-69, F=59 and below

1/10 Introduction; Course Overview

1/17 No class

1/24 Chapter 1 – Becoming an Effective Teacher of Reading

1/ 31 Chapter 2 – Students, Teachers, and Parents Working Together

2/7 Chapter 3 – Breaking the Code; topics for individual projects or papers

due

2/14 Chapter 4 – Developing Strategic Readers and Writers

2/21 Chapter 5 – Identifying and Understanding Words

2/28 Chapter 6 – The Structure of Text

3/6 Spring Break

3/13 Mid-term Examination

3/20 Chapter 7 – The Reading and Writing Processes

3/27 Chapter 8 – Literature Focus Units

4/3 Chapter 9 – Reading and Writing Workshop; last day to turn in individual

project or research paper

4/10 Chapter 10 – Working with Emergent Readers and Writers

4/17 Chapter 11 - Reading and Writing across the Curriculum

4/24 Chapter 12 – Assessing Students’ Literacy Development

5/1 Summary; wrap-up; Group Thematic Units due.

5/8 Final Examination

Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another

person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.

1/12 Introduction; Course Overview

1/19 Chapter 1 – Becoming an Effective Teacher of Reading

1/26 Chapter 2 – Students, Teachers, and Parents Working Together

2/2 Chapter 3 – Breaking the Code; topics for individual projects or papers

due

2/9 Chapter 4 – Developing Strategic Readers and Writers

2/16 Chapter 5 – Identifying and Understanding Words

2/23 Chapter 6 – The Structure of Text

3/1 Mid-term Examination

3/8 Spring Break

3/15 Chapter 7 – The Reading and Writing Processes

3/22 Chapter 8 – Literature Focus Units

3/29 Chapter 9 – Reading and Writing Workshop; last day to turn in individual

project or research paper

4/5 Chapter 10 – Working with Emergent Readers and Writers

4/12 Chapter 11 - Reading and Writing across the Curriculum

4/19 Chapter 12 – Assessing Students’ Literacy Development;

4/26 Summary; wrap-up; Group Thematic Units due

5/3 Final Examination

Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another

person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.