Course Abstract Details

EDUC-204, Instruction of Reading

Credits: 3

Course Description

EDUC-204, Instruction of Reading, is designed to give the classroom teacher familiarity with a representative array of research-based instructional techniques and strategies in the area of reading. Participants will learn instructional routines and strategies in the five major components of reading instruction (chronological and phonemic awareness, phonics, spelling and word study; fluency development; vocabulary; and comprehension) suitable for age and ability groups. Throughout the course, candidates will demonstrate their knowledge of the instructional routines and strategies by role-play, live demonstration, critiquing good and inadequate models, and reviewing the research support available for those approaches. Prerequisite: Students must hold a baccalaureate degree. Three hours lecture each week. Three credits. Three billable hours. MSDE approved for Reading Instruction.

Course Objectives and Grading Information

COURSE OBJECTIVES: Upon completion of this course, students will be able to:   

1. Use a variety of developmentally appropriate word recognition strategies and demonstrate knowledge of: (GE 1, 2, 3, 4, 5, 6, 7; PG 1, 2, 3) 

a. strategies that develop phonological and phonemic awareness for English-speaking and limited English speaking students. 

b. experiences that develop concepts of print, left-right progression, coordination, and psychomotor skills. 

c. experiences that develop and refine phonological knowledge, letter recognition, and letter-sound correspondence (alphabetic principle). 

d. the use of various spelling patterns as aids to word identification. 

e. self-monitoring of word identification through cueing systems. 

f. lessons that use an analytic approach and/or synthetic approach to phonics instruction. 

g. techniques for assisting students to develop word recognition skills through the use of sight words, context clues, structural analysis, and dictionary study. 

h. techniques for teaching high frequency functional words, phonetically irregular words, and content specific words. 

i. the appropriate use of trade books, decodable pattern books, and computer-generated reading programs. 

j. the problem of applying phonics for students whose mastery of English sounds is limited.   

2. Use a variety of developmentally appropriate comprehension strategies to enhance student understanding and interpretation of text and demonstrate knowledge of: (GE 1, 2, 3, 4, 5, 7; PG 1, 2, 3) 

a. the relationship of prior knowledge and experience to understanding and interpreting text. 

b. the characteristics of text that affect student comprehension. 

c. pre-reading strategies that can enhance comprehension, including at least the following: purpose setting, previewing, and predicting, e.g., anticipation guide. 

d. during reading strategies that can enhance comprehension, including at least the following: metacognition, reciprocal teaching, InQuest, and cloze procedure. 

e. post-reading strategies that can enhance comprehension, including at least the following: questions, reader's theater, and retelling. 

f. general strategies that can be used to enhance comprehension, including at least the following: KWL, semantic webbing, story mapping, creative dramatics, story grammar, and story frames. 

g. the use of thinking skills strategies as an aid to comprehension. 

h. strategies for developing and extending vocabulary. i. strategies for extracting and evaluating informational and literary text. 

j. procedures to develop reading fluency. 

k. how to formulate questions designed to elicit a variety of text-related responses, including at least the following: literal, interpretative, critical and creative; Langer's stances, and inquiry.   

3. Implement a balanced literacy program and demonstrate knowledge of: (GE 1, 2, 3, 4, 5, 6, 7; PG 1, 2, 3) 

a. the elements of a balanced literacy program: read-aloud, shared reading/writing; guided reading/writing, and independent reading/writing. 

b. strategies and experiences that encourage the integration of reading, writing, listening, and speaking. 

c. providing instruction in reading and writing in the content areas. 

d. the characteristics of a variety of published reading series. 

e. instructional strategies to extend and strengthen students' reading abilities:, including at least the following: Directed Reading Activity (DRA), Directed Reading Thinking Activity (DRTA), literature response groups, thematic units, Language Experience Approach (LEA), and use of computer programs. 

f. authentic literature, easy-to-read decodable books, basal readers, and reading materials appropriate for specific purposes, such as reading to be informed, to perform a task, and for literary experience. 

g. the use of authentic literature, chapter books, novels, and other reading materials appropriate for advanced readers. 

h. how to allocate time and schedule literacy events. 

i. strategies which motivate students to become independent readers. 

j. strategies to develop informational, narrative, expressive, persuasive, and practical writing. 

k. the role of technology in providing skill development, reinforcement, practice, extension, and assessment. 

l. strategies for incorporating technology (e.g., word processing, integrated computer programs) to develop and revise informational, narrative, expressive, persuasive, and practical writing. 

m. multisensory strategies which prepare students for reading and/or applying and extending responses.   

4. Use appropriate early identification and intervention strategies to assist students with different learning styles, low achievement, special needs, limited English-speaking proficiency, and emergent readers and demonstrate knowledge of:(GE 1, 2, 3, 4, 5, 6, 7; PG 1, 2, 3) 

a. adjusting strategies for students experiencing difficulty in reading. 

b. research-based early intervention programs (e.g., Reading Recovery). 

c. the parental role in emergent literacy.   

5. Establish and maintain an organized classroom environment that fosters interests, motivation, and positive attitudes/perceptions about all aspects of literacy and demonstrate knowledge of: (GE 1, 2, 3, 4, 5, 6, 7; PG 1, 2, 3) 

a. procedures for establishing a learning environment using a variety of literary forms (trade books, texts, electronic media, and other print) that represent various cultural experiences. 

b. the purposes and procedures for developing literacy centers, computer stations, and word walls. 

c. techniques that promote positive classroom climate and management. 

d. experiences that promote a variety of authentic reading and writing activities. 

e. various commercial reading incentive programs. 

f. programs that promote and involve families and communities in literacy development. 

g. grouping strategies that promote the development of reading fluency, motivation, interest, and attitudes, including at least the following: cooperative, discussion, skills groups, and interest groups. 

h. strategies for working with diverse learners, students with different learning styles, students with special needs, limited English-speaking students, and students from various cultural backgrounds. 

i. the role of technology in building prior knowledge. 

j. strategies for fostering motivation and interests, addressing learning styles, and promoting fluency.        

Learning Goals

The abbreviations in parentheses represent Learning Goals which have been identified for this course and program of study:

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