(EDR 622) Developmental Literacy for Children
Syllabus of Record
Catalog Description: Developmental Literacy for Children is the study of the nature of the
reading process and the analysis of factors influencing literacy development. Instruction and
assessment appropriate to the developmental levels of children will be addressed.
Communication with parents and professional development of teachers will also be
explored. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards:
 Michigan Department of Education (MDE)
 National Association for the Accreditation of Teacher Education (NCATE)
Advanced Program Standards:
National Board for Professional Teaching Standards (NBPTS, Propositions 1, 2, 3, 4, 5)
Specialty Program Standards:
International Reading Association (IRA, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3
Course Standards and Assessments:
Course Standards: National Board for Professional Teaching Standards, Proposition #3
Teachers are Responsible for Managing Student Learning
 Appreciate structure and inter-relatedness of knowledge
 Have specialized knowledge in how to convey subject to students
 Generate multiple paths to knowledge
Common Course Assessment: Literacy Unit
Major Topics:
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Diversity issues
Instructional methods
Technology
State and national standards
Assessment
Additional Information:
Instruction will include lecture (accompanied by visuals), small and large group collaborative
discussions, class activities, demonstrations, workshops, centers, and student
presentations. Technology will include PowerPoint, CD ROMS, videos, cassette tapes and the
Internet.
Course Knowledge Base:
Allington, R.L, Johnston, P.H., & Day, J.P. (2002). Exemplary fourth-grade teachers.
Language Arts, 79, 462-466.
Calkins, L. (2001). The Art of Teaching Reading, 2nd Ed. New York: Addison, Wesley,
Longman.
Duffield, J.A. (1997/89). Conducting research: A student-centered model. Childhood
Education, 74, 66-72.
Harvey, S. & Goudvis, A. (2000). Strategies that Work: Teaching Comprehension to
Enhance Understanding. Portland, ME: Stenhouse.
Keene, E.O. & Zimmermann, S. ( 1997). Mosaic of Thought: Teaching Comprehension in a
Reader’s Workshop. Portsmouth, NH: Heinemann.