Course Abstract Details
EDUC-201, Processes and Acquisition of Reading
EDUC-201, Processes and Acquisition of Reading, 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 four 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. Prerequisite: Baccalaureate degree, or EDUC-120 and EDUC-125, or ECE-101 and ECE-102. It is highly recommended that EDUC-201 is the last Education course completed for the associate's degree. Three hours lecture each week. Three credits. Three billable hours. MSDE approved for Processes and Acquisition of Reading Skills. DIVERSITY/WORLD VIEW.
Course Objectives and Grading Information
Course objectives: Upon completion of this course, students will be able to:
1. describe brain research (historical and current as it relates to reading acquisition). (GE 1, 2, 3, 4, 7; PG 1, 2, 3)
a. Identify cognitive theorists (ex. Piaget, Vygotsky, etc.)
b. Describe the growth and development of the brain including critical periods of development.
c. Discuss the critical variables in processing.
2. explain the relationship and role of each component of language acquisition to reading development.(GE 1, 2, 3, 4, 6, 7; PG 1, 2, 3)
a. Recognize the role of language in the acquisition of reading.
b. Identify the components of the language process.
c. Explain the use of language as a multi-cultural expression.
d. Describe the nature of dialect diversity and its role in literacy.
e. Describe home and community influences on reading development.
3. analyze the effects of phonemic awareness and phonics on developing readers.(GE 1, 2, 3, 4, 7; PG 1, 2, 3)
a. Identify the developmental stages of phonological and phonemic awareness.
b. List the basic components of phonics instruction.
c. List the basic components of phonemic awareness within meaningful context.
d. Delineate between phonemic awareness and phonics.
4. discuss the interactive nature of the reading process and the various stages of literacy development.(GE 1, 2, 3, 4, 7; PG 1, 2, 3)
a. Identify theories of the reading process.
b. Define various reading components.
c. Examine strategies for the various stages of literacy development. d. Discuss the necessity for balanced instruction.
5. demonstrate the essential connection of language development, reading acquisition, and writing.(GE 1, 2, 3, 4, 5, 6, 7; PG 1, 2, 3)
a. Describe the components of a learning-rich environment.
b. Explain the parallel nature of the developmental milestones of language, reading and writing.
Evaluations of Outcomes Participants will:
1. Create an on-going portfolio which will include: ? reflection papers responding to assigned reading ? written synopsis of oral presentation on an assigned cognitive theory/theorist ? a journal that reflects a self portrait of personal literacy
2. Give an oral presentation explaining a cognitive theory/theorist
3. Complete quizzes and tests, as required
4. Develop a literacy project for use in the classroom 5. Complete midterm and final exams, as required
The abbreviations in parentheses represent Learning Goals which have been identified for this course and program of study: