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EDUC 531
Literacy Instruction: History & Issues
Spring 2010 Winterpock Elementary School, Chesterfield
3 graduate credits
Professor: Dr. Gretchen Braun
Telephone: 434.395.2013
Email: braungl@longwood.edu
Office: 212 Hull
Office Hours: Tuesday and Thursday, 3:00-5:30
and by appointment
Class meetings will be at Winterpock Elementary School from 8:30 to 5:00 on the following days:
Saturday, January 16
Saturday, February 6
Saturday, February 27
Saturday, March 20
Saturday, April 17
Course Catalog Description: The focus of this course is to study the historical and philosophical perspectives of literacy
educational practices. Past and current literacy issues, and their historical and philosophical roots, will be discussed. Key
researchers in the field of literacy education will be examined. Prerequisites: at least twelve hours from the Literacy &
Culture program requirements or permission of instructor. 3 credits
Text(s):
Banton-Smith, N. (2002). American reading instruction. Newark, DE: International Reading Association.
ISBN# 9780872073487
Fresch, M. J. (2008). An essential history of current reading practices. Newark, DE: International Reading Association.
ISBN# 976087207-618-1
Course Objectives:
Course objectives have been written to reflect the match between this course and the International Reading Association (IRA)
Standards for Reading Professionals, Longwood University’s Conceptual Framework, and the Virginia Department of
Education Licensure Regulations.
Knowledge:
As a result of the class discussion, reading and assignments, the student will:
1. explain the historical precedents of literacy instruction and the leaders which contributed to the current knowledge
base (IRA 1.1)
2. demonstrate knowledge of psychological, sociological and linguistic foundations of reading and writing process and
instruction (IRA 1.1)
3. explain, compare, contrast and critique various models of literacy instruction and learning. (IRA 1.1)
4. recognize historical antecedents to contemporary reading methods and materials. (IRA 1.2)
5. explain relevant research and recount historical developments in the history of literacy which have impacted
literacy curricula and practice (IRA 1.2)
6. identify, explain, compare and contrast the theories and research in the areas of language development and learning
to read (IRA 1.3)
7. identify key literacy theorists, researchers and practitioners who have contributed to the field of literacy teaching and
learning (IRA 1.1, 1.2)
8. explain the ways social, cultural, linguistic, environmental factors and ethnic diversity influences language
development and learning. (IRA 1.3)
9. explain the interactions of the language cueing systems: semantics, syntax, graphophonics, and pragmatics in the
literacy process. (IRA 1.4)
10. explain the importance of integrating the language modes, reading, writing, listening, speaking and viewing for
effective learning. (IRA 1.4)
11. explain an understanding of language as a symbolic system and the linguistic and cognitive bases for literacy. (IRA
1.1)
12. list and describe major components of and key vocabulary related to the field of literacy teaching and learning. (IRA
1.4)
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13. list and describe best practice in literacy instruction as defined by multiple theorists in the field (IRA 1.4)
14. describe recent trends in literacy education to paraprofessionals, teachers, administrators, and parents. (IRA 5.3)
15. advocate, participate in, and assist others to advance the professional research base through action research. (IRA
5.2)
16. describe current issues and trends in the field of literacy, including federal, state and local. (IRA 5.4)
Skills:
As a result of the class discussion, reading and assignments, the student will:
1 conduct a review of literature for a literacy topic using technology, library systems, and APA formatting.(IRA 2.2)
2 design a professional presentation for paraprofessionals, teachers, administrators, or parents in an area of literacy.
(IRA 2.2)
3 articulate the evidence base behind literacy models, techniques, practices, materials, and programs. (IRA 5.3)
4 correlate any evidence base with best practice as described by key figures in the field of literacy (IRA 5.3)
5 arrange and group a variety of individuals key to the history of literacy sequentially and by their contributions.(IRA
1.1, 1.2, 4.2)
6 develop and articulate one’s educational philosophy, both in theory and in practice. (IRA 2.3)
7 interact with and participate in dialogue with peers and instructor in group discussions to stimulate decision making
and critical thinking. (IRA 5.3)
Dispositions:
As a result of the class discussion, reading and assignments, the student will:
1. appreciate the strengths and limitations of various models of literacy(IRA 5.1)
2. appreciate the contributions of various disciplines to the understanding of literacy instruction. (IRA 5.3)
3. view oneself as a researcher of teaching and learning and as a professional whose continued growth can best be met
through inquiry, research, reflection and sustained dialogue with peers. (IRA 5.2)
4. practice positive attitudes towards lifelong learning. (IRA 5.1)
5. recognize the need to motivate students to become life long readers, writers, listeners, speakers, and problem
solvers. (IRA 5.1)
6. articulate the theories related to the connections between teacher disposition and student achievement. (IRA 5.1)
7. recognize the need to respect and value cultural, linguistic, and ethnic diversity in literacy education. (IRA 1.3)
8. recognize the need to be active and an advocate for children in the various local, state, and federal programs related
to literacy. (IRA 5.2)
Course Outline:
I.
Definitions of Reading & Literacy
II.
American Reading Instruction (until 1967) by Dr. Nila Smith
III.
American Reading Instruction (since 1967) by Dr. David Pearson
IV.
Researchers & Theorists in the Field
V.
Pursuit of Knowledge
A. Learning to write in APA style
B. Inquiring into literacy
C. Conducting a review of the literature
D. The importance of staying current in the field of literacy
VI.
Models of Literacy:
A. Linguistics, Sociolinguistics, Psycholinguistics, Socio-psycholinguistic
B. Cognitive learning theory
C. Behaviorist
D. Constructivist
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Class Schedule:
REFER TO BLACKBOARD FOR COURSE SCHEDULE CHANGES
Focus of Class
Smith
Fresch
Class
Meetings
Jan. 16
Introductions
Biography of Nila
During class
Syllabus and
Banton Smith, pp.
selection of partners
assignments
495-497
and chapters for
Review of APA
Epilogue, pp. 413PowerPoint
style
418
presentations
Library resources
The Beginnings of
Select Hall of
Reading Instruction,
Fame people, view Ch. 1
example
Select topic for
paper
Discuss content
and structure of
research paper
Discuss timeline,
view examples
Select partners for
timeline
PP Current Trends
in Education
Assignments
Print syllabus from Blackboard
and bring to class
Feb. 6
1607-1840
Period of Religious
Emphasis in
Reading Instruction,
Ch. 2
Period of
NationalisticMoralistic
Emphasis, Ch. 3
PowerPoint
presentations of
Chapters 1, 2, 3
Complete assigned reading
Bring research articles,
research question to class for
peer sharing, then hand in
research question
Present first Hall of Fame
Feb. 27
1840-1924
Education for
Intelligent
Citizenship. Ch. 4
Reading as a
Cultural Asset, Ch.
5
PowerPoint
presentations of
Chapters 4, 5, 6, 7
Complete assigned reading
Bring first and second chapters
of research paper to class for
peer sharing, then hand in
Present second Hall of Fame
March 20
1910-1934
PowerPoint
presentations of
Chapters 8,9
April 17
Discuss future of
literacy instruction
1945-Present
Scientific
Investigation in
Reading, Ch. 6
Intensive Research
and Application, Ch.
7
International
Conflict, Ch. 8
Expanding
Knowledge and
Technological
Revolution, Ch. 9
In Retrospect, p. 391
American Reading
Complete assigned reading
Bring first, second, and third
chapters of research paper to
class for peer sharing, then
hand in
Present third Hall of Fame
Complete assigned reading
Class presentation of Timeline
Class presentation of research
paper (This will be a
discussion, no PowerPoint
required)
PowerPoint
presentations of
Articles 10, 11
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Instruction since
1967, p. 419
Description of Assignments:
1.
Literacy Issues Paper 3-5 pages
Select a topic related to literacy and one that you are interested in. Ideally, the topic will be something you have done or
encountered in your classroom instruction so you can add your own experiences and those of your students. At least three
sources should be cited in your article. Following the background information, you should include an explanation of your
experiences with this topic. If it is a teaching technique, include how you used it, what the outcomes were, your reflections,
student reflections, student samples, etc. Anecdotes are encouraged and don’t avoid writing in first person if it fits your
topic.
The paper will be organized in three parts:
Part 1 should include your research question(s), why you selected the research area, and how the topic relates to your
teaching.
Part 2 will be the review of the research you have found.
Part 3 will be your analysis of the research, your interpretation/synthesis of what you learned, and how you plan to use your
new knowledge with your students.
The paper and the research articles will be brought to class for peer editing on three separate Saturdays. After peer
editing and your editing, you will submit each part through Bb for me to read.
2.
Literacy Hall of Fame Posters
Part I: Research the three key figures in literacy education assigned. Using the template provided, create a one page
summary sheet that includes a picture of the person and other required information. Research and report on how the
individual has influenced literacy education and the current knowledge base. Research should include finding information
about the people but also skimming and scanning some of their work to get a good feel for the key ideas and philosophies
they represent. Focus areas should be on what area(s) in literacy this person has contributed to, when, where and how his/her
work was or is conducted, and what other individuals may have influenced or worked with this person.
Posters should be submitted on Bb before the class in which they are presented so they are available to all students
and can be accessed for your presentations
3.
Timeline
Based on the book, American Reading Instruction, create a timeline showing the key literacy theories/theorists over time.
Read through the entire text of American Reading Instruction--don't miss the epilogue that begins on page 413 and
Pearson's update that begins on page 419. You are looking for big ideas related to the history of reading instruction in
America. The text includes LOTS of information.
Design a timeline in whatever form you would like (electronic, paper, scroll--be creative)
For each time period be sure to include: motives, materials, methods, key figures, key terms.
4. PowerPoint presentations of An Essential History of Current Reading Practices
Each student will be responsible for presenting either a chapter from the Fresch text. The PowerPoint presentations should be
very complete, as you are responsible for transmitting this information to your classmates.
Grades are determined as follows:
Assignment
Paper
Literacy Hall of Fame
PowerPoint presentation of Fresch text
Timeline
Participation/ attendance/ additional activities
Percent of Grade
20
20
15
20
25
100
GUIDELINES:
Student Responsibility:
**All graduate students are required to maintain and check their Longwood email account. All University
correspondence, including important information from the graduate studies office, will be sent to your Longwood email. It is
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your responsibility to access and regularly check this email account. Changing your account in Blackboard only changes
email for that course, not overall.** publicly
It is the responsibility of students to inform themselves of, and to observe, all regulations and procedures required by the
university. In no case will a regulation be waived or an exception granted because students plead ignorance of the regulation
or assert that they were not informed of the regulation by an advisor or other authority. Refer to the Academic Regulations
sections of the most recent Graduate Catalog available online at:
http://www.longwood.edu/academic/affairs/catalog_home.htm {Select Graduate Catalog; Select General Information;
Select Academic Regulations}
GRADING SCALE:
A minimum cumulative grade point average of 3.00 on a 4-point scale is required to remain in the graduate program and for
graduation. Passing grades are A, B and C.
A = 100-90
B = 89-80
C = 79-70
Incompletes: The instructor may choose to grant a grade of "I" which indicates that because of illness or for good reason, the
work of the semester has not been completed. An Incomplete Contract should be completed by the instructor and student
listing work to be done and deadlines for completion. When this work has been completed, a final grade will be reported. A
grade of "I" will revert automatically to a grade of "F" if the necessary work has not been completed by the end of the
subsequent regular semester.
ATTENDANCE:
 Students are expected to attend and participate in all class activities. Instructors have the right to assign a course
grade of "F" when the student has missed a total (excused and unexcused) of 25 percent of the scheduled class
meeting times.
 Students must assume full responsibility for any loss incurred because of absence..
 Class assignments are due during the class period on the assigned date.
 All written assignments will be typed unless otherwise specified.
 Students who require special arrangements for taking notes and/or tests should make arrangements with the
instructor at the beginning of the semester.
 If serious circumstances necessitate a make-up test/exam, students must present a doctor's note or other valid
documentation of the circumstance and complete the alternate test/exam by arrangement with the instructor.
 In no case should assignments for this course be ones that have been submitted for another course. Mere submission
of work does not guarantee a passing grade. Grades are assigned on the quality of the work according to the
professional judgment of the instructor.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a physical, psychological, medical, or
learning disability should contact me privately. If you have not already done so, please contact the Office for Disability
Services (103 Graham Building, 434-395-2391 or http://www.longwood.edu/disability) to register for services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students. You can reach User Support
Services, the Library Reference Desk and the Graduate Studies Office during working hours. After working hours you can
leave a message for the Library and Graduate Studies. You can email User Support Services at helpdesk@longwood.edu after
working hours and will get a response on the next working day.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the course instructor.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code as stated in the latest edition of the
Graduate Catalog.
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Honor Code:
“A strong tradition of honor is fundamental to the quality of living and learning in the Longwood community.” When
accepting admission to Longwood College, each student made a commitment to respect, support, and abide by the college’s
honor code system without compromise or exception. Students must follow the policy of the Honor Code as described in the
current college catalog and refrain from lying, cheating, stealing, and plagiarism.
PROGRAM REMINDER INFORMATION:
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior to being admitted to a degree or
licensure only program and have those hours apply to the admitted program. Students should submit an Application for
Graduate Admission promptly to avoid having course work in excess of the nine credit hours not apply once admitted.
Application materials are available by contacting the Office of Graduate Studies (434-395-2707 or graduate@longwood.edu)
or on our web site at www.longwood.edu/graduatestudies/apply.htm.
Department of Record: Questions about this course and its instruction should be addressed to the Department of Education
& Special Education.
Bibliography:
Binter, A, Dlabal, J. & Kise, L. (Eds.) (1969). Readings on reading. Scranton, PA: International Textbook Co.
Camborne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. Auckland,
New Zealand: Scholastic.
Cambourne, B. (2001). Conditions for literacy learning. The Reading Teacher, 54 (8), 784-786.
Chall, J. (1967). Learning to read: the great debate. New York, NY: McGraw Hill Book Co.
Dixon-Krauss, L. (1996). Vygotsky in the classroom: mediated literacy instruction and assessment. White Plains, NY:
Longman Group Ltd.
Ehri, L. & Stahl, S. (2001). Beyond the smoke and mirrors: Putting out the fire. Phi Beta Kappan, 83(1), 17– 27
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The
Reading Teacher, 49 (7), 518-533.
Garen, E. (2001a). More Smoking Guns: A Response to Linea Ehri and Steven Stahl. Phi Beta Kappan,
83(1), 21-27
Garen, E. (2002). Resisting reading mandates: How to triumph with the truth. Portsmouth, NH: Heinemann.
Garen, E. (2001). Beyond the smoke and mirrors: A critique of the National Reading Panel Report on phonics.
Phi Beta Kappan, 83 (3), 500-506.
Goldenberg, C. (2000). The voices of researchers: Conflict and consensus in reading research and policy. The
Reading Teacher, 53 (8), 640-641..
Goodman, K. (198). In defense of good teaching. Portsmouth, ME: Steinhouse.
Goodman, K. (1996). On Reading. Portsmouth, NH: Heinemann.
Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London: Elsevier.
Harris, T. & Hodges, R. ed. (1995). The Literacy Dictionary: The Vocabulary of Reading & Writing. Newark, Delaware:
International Reading Association.
Holdaway, D. (1988). The foundations of literacy. New York: Ashton Scholastic.
Huey, E.B. (1908). The psychology and pedagogy of reading: with a review of the history of reading and writing and of
methods, texts, and hygiene in reading. Cambridge, MA: The M.I.T. Press.
Kaestle, C.F., Stedman, K.T. & Trollinger, W.V. (1991). Literacy in the United States: readers and reading since 1880.
New Haven, CT: Yale University Press.
Kamil, M.L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (Eds.). (2000). Handbook of reading research: Volume
III.
Newark, DE: International Reading Association.
Krashen, S. (2001). More smoke and mirrors: A critique of the National Reading Panel Report on fluency. Phi
Beta Kappan, 83(2) 119-122.
Manguel, A. (1996). A history of reading. New York, NY: Penguin Books.
Padak, N. D., Rasinski, T. V., Peck, J. K., Church, B. W., Fawcett, G., Hendershot, J., Henry, J. M., Moss, B. G.,
Pryor, E., Roskos, K. A., Baumann, J. F., Dillon, D. R., Hopkins, C. J., Humphrey, J. W., & O'Brien, D. G. (Eds.).
(2000). Distinguished educators on reading: Contributions that have shaped effective literacy instruction.
Newark, DE: International Reading Association.
Pressley, M. (Ed.). (1998). Reading instruction that works: the case for balanced teaching. New York, NY: The Guilford
Press.
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Pressley, M., Allington, R., Wharton-McDonald, R., Block, C. & Morrow, L. (2001). Learning to read: lessons from
exemplary first-grade classrooms. New York, NY: The Guilford Press.
Robinson, R. & McKenna, M. (2008). Issues & trends in literacy education. New York, NY: Pearson Allyn & Bacon.
Roller, C. (2000). The International Reading Association responds to a highly charged policy environment. The
Reading Teacher, 53 (8), 626-636.
Ruddell, R. B., Ruddell, M. R., & Singer, H. (Eds.). (1994). Theoretical models and processes of reading, (fourth
Edition). Newark, DE: International Reading Association.
Shannon, P. (1990). The struggle to continue: progressive reading instruction in the United States. Portsmouth, NH:
Heinemann.
Smith, F. (1994). Understanding Reading (5th Ed.). Hillsdale, NJ: Lawrence Erlbaum.
Stanovich, K. E. (1990). A call for an end to the paradigm wars in reading research. Journal of Reading Behavior,
22, 221-231.
Weaver, C. (1997). Reconsidering a balanced approach to reading. Urbana, ILL: National Council of Teachers of
English.
Yatvin, J. (2002). Babes in the woods: The wandering of the National Reading Panel. Phi Beta Kappan, 83(5),
364-369. International Reading Association.
Suggested Professional Journals:
Reading Research and Instruction
Reading Research Quarterly
Journal of Reading Behavior
Journal of Adolescent & Adult Literacy
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