KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name
EDRD 7715
Department Secondary and Middle Grades Education
Degree Title (if applicable) EdS/EdD
Proposed Effective Date 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
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Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDRD 7715
Course Title __Reading Theory and Application_
Credit Hours 3-0-3
Prerequisites; Admission to graduate studies
Description (or Proposed Degree Requirements)
An advanced study of the socio-psycholinguistic foundations of reading and writing. This
course examines theories of language development and reading acquisition.
Candidates will study scientifically-based research in the areas of phonemic awareness,
word identification, phonics, vocabulary, fluency, comprehension and motivation. This
course also explores historical perspectives of reading and reading research and a wide
range of instructional practices and curriculum materials that meet the needs of diverse
learners at all grade levels.
III.
Justification
Mastery of reading skills is basic to successful learning in every school subject. Teachers can further their
training by adding an endorsement in reading to their teaching certificates. Additionally, a reading
endorsement will faciliate teacher acquisition of skills and competencies needed to help students read
and understand content material; it will also aid teachers in identifying reading problems, providing
required interventions, and assisting all students in improving reading skills. A reading endorsement will
provide the incentive, as well as the opportunity, for teachers to become effective reading teachers and
will help them meet state mandates for highly qualified teachers of reading.
In this course teachers will acquire a background in reading theory/research and terminology used in
discussing language/reading development. They will develop an understanding of the sociological,
psychological, and linguistical factors that underpin reading acquisition and begin exploring a wide array
of curricula and instructional practices and materials that meet the needs of a diverse population of
adolescent learners. After taking this course, teachers will have a stronger understanding of the reading
process including the five dimensions of reading (i.e., phonics, phonemic awareness, fluency, vocabulary,
& comprehension).
IV.
Additional Information (for New Courses only)
Instructor: Various
Texts:
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: an evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction:
Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.
Government Printing Office.
Ruddell, R. B., & Unrau, N. (eds.). Theoretical models and processes of reading (5th ed.).
Newark, DE: IRA.
And the following websites
I Teach; I Learn www.iteachilearn.com
Bilingual Books for Kids: www.bilingualbooks.com
NCTE: http://www.ncte.org
IRA: www.readingonline.org, www.reading.org
www.acs.ucalgary.ca/~dkbrown/index.htmll
http://teacher.scholastic.com
http://suu.edu/faculty/lundd/readingsite/readingresources
http://www.sedl.org/reading
http://readwritethink.org
http://reading.indiana.edu
http://teachers.henrico.k12.va.us/Specialist/fanceslively/reading.htm
http://www.sedl.org/reading/framework/assessment.htm
http://www.balancedreading.com
http://www.ops.org/reading/secondarystrat1.htm
http://www.literacy.uconn.edu/compre.htm
http://www.literacymatters.org/adlit/intro.htm
http://www.greece.k12.ny.us/instruction/ela/612/Reading/Reading%20strategies/inferentialreading.htm
Prerequisites: Admission to graduate studies
Objectives:
Course Objectives
Candidate
Performance
Instrument
(CPI)
NCATE
IRA
Reading
Standards
Demonstrate knowledge
of psychological,
sociological, and linguistic
foundations of reading
and writing processes and
instruction.
Demonstrate knowledge
of reading research and
histories of reading.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.1
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.2
Demonstrate knowledge
of language development
and reading acquisition
and the variations related
to cultural and linguistic
diversity.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4:
Diversity
Standard 1.3
Demonstrate knowledge
of the major components
of reading (phonemic
awareness, word
identification and phonics,
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.4
NCTE
Professional
Standards for
the ELA
Standard 3.7
Evidence
WebCT Discussions
Portfolio
Point-Counterpoint
Reading Log
Reading Process Project
Literacy Profile
Portfolio
WebCT Discussions
Point-Counterpoint
Reading Log
Theoretical Model of Reading
Paper
Reading Process Project
Portfolio
WebCT Discussions
Point-Counterpoint
Reading Log
Theoretical Model of Reading
Paper
Literacy Profile
Theoretical Model of Reading
Paper
Reading Log
Portfolio
WebCT Discussions
vocabulary and
background knowledge,
fluency, comprehension
strategies, and
motivation) and how they
are integrated in fluent
reading.
Use instructional grouping
options (individual, smallgroup, whole-class, and
computer-based) as
appropriate for
accomplishing given
purposes.
Use a wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices, for learners at
different stages of
development and from
differing cultural and
linguistic backgrounds.
Use a wide range of
curriculum materials in
effective reading
instruction for learners at
different stages of reading
and writing development
and from differing cultural
and linguistic
backgrounds.
Display positive
dispositions related to
reading and the teaching
of reading.
Point-Counterpoint
Reading Process Project
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.1
Standard 3.3.2
Portfolio
Literacy Profile
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.2
Standard 3.3.2
Portfolio
Point-Counterpoint
Literacy Profile
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.3
Standard 3.3.2
3.6.3
Portfolio
Literacy Profile
Proficiency 3:
Collaborative
Professionals
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 5.1
Standard
WebCT Discussions
Reading Log
Theoretical Model of Reading
Paper
Reading Process Project
4.0
Instructional Method:
Small group, whole class discussion, seminar, workshop, lecture
Method of Evaluation:
Point-Counterpoint. (10%): Candidates will choose one of the five dimensions of reading and examine
arguments for and against the findings of the National Reading Panel as well as recent reform stemming
from the Panel findings. Research for Point-Counterpoint should include at least two scholarly sources (in
addition to course readings) for each position. A concluding statement should discuss implications of the
findings for content area reading instruction as well as meeting the needs of diverse students. Synthesis
of findings will be written as a formal paper (5-7) pages following APA (5th edition) guidelines using 12 pt.
font and doublespaced.
Reading Log & Theoretical Model of Reading Paper. (10%): Candidates will maintain a reading log
(reflection on all course readings) throughout the semester. These reflections will serve as a basis for a
theoretical model of reading paper. This paper will synthesize and reflect upon course readings and will
take into account the importance of respecting learners of all ages (7-8 pp. , 5th edition APA guidelines
and 12 pt. font, doublespaced.)
Literacy Profile. (35%): Candidates will develop one literacy story/profile of a child and provide a “frame”
for which it connects to larger issues in literacy instruction. Candidates should consider the child’s
language development, interests and attitudes toward reading; cultural, political, economic, and social
factors influencing literacy development; and instructional strategies that will meet the needs of this
particular student.
Resource Critiques (10%): Candidates will evaluate 12 professional resources for teaching reading.
Resources may include reading programs, software, professional readings, videos, etc. Three resources
should focus on emergent readers, 3 on upper elementary readers, 3 on middle school readers, and 3 on
high school students. Resources should also focus on ways to meet the reading needs of a diverse
population of readers (e.g. ESOL, special needs, etc.).
Reading Process Project. (20%): Candidates will develop a tool for use in explaining the reading
process to parents, fellow teachers, or others. This tool may be a short professional development activity,
a workshop presentation, a website, a pamphlet, a video, or any other product that would successfully
communicate the reading process.
WebCT Discussions. (5%): Throughout this course, you will be asked to reflect on the readings and to
post your reflections on the class WebCT discussion board. This activity provides us with the opportunity
to share thoughts and ideas with each other, to learn from and about other’s perspectives, and to allow
time for personal reflection. The focuses of the prompts are designed to ensure that your attention is
drawn to key elements in the readings and to encourage reflection on aspects that I consider important to
your understanding of the content. Full credit is given to responses that incorporate reflection, address all
components of the prompt(s), and are posted by the assigned date.
Portfolio. (10%): In this class, you will begin developing your online portfolio in which you illustrate your
growth and expertise as a reading teacher. Within this portfolio, you will compile evidence that illustrates
you have met the goals and objectives of the reading endorsement program (see table with objectives,
IRA Standards and CPI and the section on the portfolio narrative). At the end of the reading endorsement,
you will write a narrative as a final reflection of your experience. I will provide further details throughout
the course.
V.
Resources and Funding Required (New Courses only)
Funding is addressed in the comprehensive proposal for the umbrella EdD degree
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Adolescent Education
EDRD 7715
Rdg Theory & App
3-0-3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDRD 7715
KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
READING ENDORSEMENT
Fall 2006
I. COURSE NUMBER/SECTION: EDRD 7715
COURSE TITLE: Theory and Pedagogy in the Study of Reading
II. INSTRUCTOR:
Name:
Office:
Office Phone:
E-mail:
Office Hours:
Dr. Pam B. Cole
Kennesaw Hall 1004
770.423.6351
pcole@kennesaw.edu
TBD
III. CLASS MEETING:
M XXPM-XXPM, KH XXXX
IV. TEXT(S):
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: an evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction:
Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.
Government Printing Office.
Ruddell, R. B., & Unrau, N. (eds.). Theoretical models and processes of reading (5th ed.).
Newark, DE: IRA.
The following websites will get you started with some class research:
I Teach; I Learn www.iteachilearn.com
Bilingual Books for Kids: www.bilingualbooks.com
NCTE: http://www.ncte.org
IRA: www.readingonline.org, www.reading.org
www.acs.ucalgary.ca/~dkbrown/index.htmll
http://teacher.scholastic.com
http://suu.edu/faculty/lundd/readingsite/readingresources
http://www.sedl.org/reading
http://readwritethink.org
http://reading.indiana.edu
http://teachers.henrico.k12.va.us/Specialist/fanceslively/reading.htm
http://www.sedl.org/reading/framework/assessment.htm
http://www.balancedreading.com
http://www.ops.org/reading/secondarystrat1.htm
http://www.literacy.uconn.edu/compre.htm
http://www.literacymatters.org/adlit/intro.htm
http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20strategies/inferentialreading.htm
V. CATALOG DESCRIPTION:
An advanced study of the socio-psycholinguistic foundations of reading and writing. This course
examines theories of language development and reading acquisition. Candidates will study scientificallybased research in the areas of phonemic awareness, word identification, phonics, vocabulary, fluency,
comprehension and motivation. This course also explores historical perspectives of reading and reading
research and a wide range of instructional practices and curriculum materials that meet the needs of
diverse learners at all grade levels.
VI. PURPOSE/RATIONALE:
Mastery of reading skills is basic to successful learning in every school subject. Teachers can further their
training by adding an endorsement in reading to their teaching certificates. Additionally, a reading
endorsement will faciliate teacher acquisition of skills and competencies needed to help students read
and understand content material; it will also aid teachers in identifying reading problems, providing
required interventions, and assisting all students in improving reading skills. A reading endorsement will
provide the incentive, as well as the opportunity, for teachers to become effective reading teachers and
will help them meet state mandates for highly qualified teachers of reading.
In this course teachers will acquire a background in reading theory/research and terminology used in
discussing language/reading development. They will develop an understanding of the sociological,
psychological, and linguistical factors that underpin reading acquisition and begin exploring a wide array
of curricula and instructional practices and materials that meet the needs of a diverse population of
adolescent learners. After taking this course, teachers will have a stronger understanding of the reading
process including the five dimensions of reading (i.e., phonics, phonemic awareness, fluency, vocabulary,
& comprehension).
Conceptional Framework
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state. To be effective,
teachers and educational leaders must embrace the notion that teaching and learning are entwined and
that only through the implementation of validated practices can all students construct meaning and reach
high levels of learning. In that way, candidates are facilitators of the teaching and learning process.
Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners,
the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
The graduates of advanced programs at Kennesaw State University, in addition to being effective
classroom teachers, also develop expertise as effective teacher leaders who are self-directed, value a
spirit of inquiry, and facilitate learning in all students; they
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to
students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
5. Are members of learning communities.
Professional Portfolio Narrative:
A required element in each portfolio for the reading endorsement is the portfolio narrative. The purpose of
the portfolio narrative is twofold: 1) to ensure that every candidate reflects on each of the proficiencies on
the CPI with regard to what evidence the candidate has selected for his/her portfolio; 2) to ensure that
every candidate reflects on each of the IRA standards for reading research and their understanding of the
five dimensions of reading (i.e., phonemic awareness, phonics, vocabulary, fluency, & comprehension) as
identified by the National Reading Panel (NRP). In your portfolio, you need to include a narrative, which
includes descriptive, analytic and reflective writing in which you reflect on each CPI proficiency, IRA
standard, and the 5 dimensions of reading and how you make the case that the evidence you have
selected in your portfolio supports your growth in these areas. The narrative should be comprehensive,
documenting scientfically research-based best practices.
Field Experiences:
While completing your graduate program (reading endorsement) at Kennesaw State University, you are
required to be involved in a variety of leadership and school-based activities directed at the improvement
of teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities at the
school or district level, and participating in education-related community events. As you continue your
educational experiences, you are encouraged to explore every opportunity to learn by doing.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance
in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
continued development.
This course is designed for graduate candidates who are completing a program of study leading to a
reading endorsement. The knowledge base for this course is reflected in the textual readings, references,
objectives, assignments and in-class activities. Program candidates will have an opportunity to
demonstrate pedagogical knowledge and skills related to student needs and motivation, various family
and community literacies and the process of active learning.
The professional learning facilitator:

Demonstrates the knowledge of content required to facilitate learning.

Demonstrates the knowledge of students needed to facilitate learning.

Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning.

Demonstrates skill in creating a facilitative learning environment.

Demonstrates skill in creating facilitative learning experiences.

Demonstrates professionalism.

Has students who are successful learners.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for educators. Candidates in this course will explore and use
instructional media to assist teaching. They will master productivity tools, such as multimedia facilities,
local-net and Internet, and feel confident to design multimedia instructional materials and create WWW
resources.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding
of differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings
to making instructional decisions that foster the success of all learners. The following grid aligns course
objectives with the PTEU Proficiency (documented in the Candidate Performance Instrument--CPI),
NCATE, IRA Professional Reading Standards and NCTE Professional Standards for the English
Language Arts:
Course Objectives
Candidate
NCATE
IRA
NCTE
Evidence
Performance
Instrument
(CPI)
Reading
Standards
Professional
Standards for
the ELA
Demonstrate knowledge
of psychological,
sociological, and linguistic
foundations of reading
and writing processes and
instruction.
Demonstrate knowledge
of reading research and
histories of reading.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.1
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.2
Demonstrate knowledge
of language development
and reading acquisition
and the variations related
to cultural and linguistic
diversity.
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4:
Diversity
Standard 1.3
Demonstrate knowledge
of the major components
of reading (phonemic
awareness, word
identification and phonics,
vocabulary and
background knowledge,
fluency, comprehension
strategies, and
motivation) and how they
are integrated in fluent
reading.
Use instructional grouping
options (individual, smallgroup, whole-class, and
computer-based) as
appropriate for
accomplishing given
purposes.
Use a wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices, for learners at
different stages of
development and from
differing cultural and
linguistic backgrounds.
Use a wide range of
curriculum materials in
effective reading
instruction for learners at
different stages of reading
and writing development
and from differing cultural
and linguistic
Proficiency 1:
Subject Matter
Experts
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1.4
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.1
Standard 3.3.2
Portfolio
Literacy Profile
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.2
Standard 3.3.2
Portfolio
Point-Counterpoint
Literacy Profile
Proficiency 2:
Facilitators of
Learning
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 2.3
Standard 3.3.2
3.6.3
Portfolio
Literacy Profile
Standard 3.7
WebCT Discussions
Portfolio
Point-Counterpoint
Reading Log
Reading Process Project
Literacy Profile
Portfolio
WebCT Discussions
Point-Counterpoint
Reading Log
Theoretical Model of Reading
Paper
Reading Process Project
Portfolio
WebCT Discussions
Point-Counterpoint
Reading Log
Theoretical Model of Reading
Paper
Literacy Profile
Theoretical Model of Reading
Paper
Reading Log
Portfolio
WebCT Discussions
Point-Counterpoint
Reading Process Project
backgrounds.
Display positive
dispositions related to
reading and the teaching
of reading.
Proficiency 3:
Collaborative
Professionals
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 5.1
Standard
4.0
WebCT Discussions
Reading Log
Theoretical Model of Reading
Paper
Reading Process Project
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
Point-Counterpoint. (10%): Candidates will choose one of the five dimensions of reading and examine
arguments for and against the findings of the National Reading Panel as well as recent reform stemming
from the Panel findings. Research for Point-Counterpoint should include at least two scholarly sources (in
addition to course readings) for each position. A concluding statement should discuss implications of the
findings for content area reading instruction as well as meeting the needs of diverse students. Synthesis
of findings will be written as a formal paper (5-7) pages following APA (5th edition) guidelines using 12 pt.
font and doublespaced.
Reading Log & Theoretical Model of Reading Paper. (10%): Candidates will maintain a reading log
(reflection on all course readings) throughout the semester. These reflections will serve as a basis for a
theoretical model of reading paper. This paper will synthesize and reflect upon course readings and will
take into account the importance of respecting learners of all ages (7-8 pp. , 5th edition APA guidelines
and 12 pt. font, doublespaced.)
Literacy Profile. (35%): Candidates will develop one literacy story/profile of a child and provide a “frame”
for which it connects to larger issues in literacy instruction. Candidates should consider the child’s
language development, interests and attitudes toward reading; cultural, political, economic, and social
factors influencing literacy development; and instructional strategies that will meet the needs of this
particular student.
Resource Critiques (10%): Candidates will evaluate 12 professional resources for teaching reading.
Resources may include reading programs, software, professional readings, videos, etc. Three resources
should focus on emergent readers, 3 on upper elementary readers, 3 on middle school readers, and 3 on
high school students. Resources should also focus on ways to meet the reading needs of a diverse
population of readers (e.g. ESOL, special needs, etc.).
Reading Process Project. (20%): Candidates will develop a tool for use in explaining the reading
process to parents, fellow teachers, or others. This tool may be a short professional development activity,
a workshop presentation, a website, a pamphlet, a video, or any other product that would successfully
communicate the reading process.
WebCT Discussions. (5%): Throughout this course, you will be asked to reflect on the readings and to
post your reflections on the class WebCT discussion board. This activity provides us with the opportunity
to share thoughts and ideas with each other, to learn from and about other’s perspectives, and to allow
time for personal reflection. The focuses of the prompts are designed to ensure that your attention is
drawn to key elements in the readings and to encourage reflection on aspects that I consider important to
your understanding of the content. Full credit is given to responses that incorporate reflection, address all
components of the prompt(s), and are posted by the assigned date.
Portfolio. (10%): In this class, you will begin developing your online portfolio in which you illustrate your
growth and expertise as a reading teacher. Within this portfolio, you will compile evidence that illustrates
you have met the goals and objectives of the reading endorsement program (see table with objectives,
IRA Standards and CPI and the section on the portfolio narrative). At the end of the reading endorsement,
you will write a narrative as a final reflection of your experience. I will provide further details throughout
the course.
IX. Evaluation and Grading:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
Late Work
I will accept late work. However, I do deduct points from all late work. No exceptions. I consider work late
if it is not handed in during the assigned class time. Each day an assignment is late, the activity will
receive a 25% grade reduction per day. (If an assignment is due on Tuesday and you turn it in on
Thursday, the assignment is two days late.) I do count Saturday and Sunday. Should you turn in work on
the day of class but after the class is over, the work is one day late.
I cannot be responsible for work placed under my door, in my mailbox, or via email, etc., unless we have
a mutual arrangement. I will consider incompletes for extenuating circumstances. I expect all work to be
turned in on time; being absent from class will not serve as an adequate reason for failing to submit work
in a timely manner or for being prepared for class.
Standards:
When submitting work, please remember the following:
secure single sheets of paper—DO NOT dogear or turn in loose sheets
type/word process all assignments (crisp, clear printout)
no report covers or plastic sleeves
along with your name, please include the date and course # on work
All work should be edited well. Points will be deducted from all work that does not meet professioinal
standards. In some cases, I may return the work without a grade.
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University records
or academic work,malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of
alleged academic misconduct will be handled through the established procedures of the University
Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement.
XI. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Undergraduate Catalogue. All students
are expected to attend classes in accordance with the scheduled time of the course. Should you be
absent, you are responsible for making up the work missed. In-class activities may not be made up.
XII. COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice). I have indicated the dates
that readings from your text are due. I may also assign other readings which are are NOT
indicated in the reading schedule. I prefer to leave a bit of reading open until we see your needs
and interests. I will announce them as need arises.
Week 1
Introduction/Syllabus
Perspectives on Reading Research and Practice: Past and Present
Week 2
Language and Cognition in Sociocultural Contexts
Literacy & Identity (e.g. ESOL, Cultural Perspectives)
Week 3
Foundations of Literacy Development
Emergent Literacy
Delayed and Disabled Readers
Week 4
Foundations of Literacy Development continued
From Word Perception to Phonics, and Beyond
Phonemic Awareness
Week 5
Comprehension Development from Words to Worlds
Vocabulary
Week 6
Comprehension Development continued
Comprehension and Culture
Developing Fluency
Week 7
Extending Comprehension through Metacognition
Week 8
Instructional Effects on Literacy Development
Week 9
Models of Reading/Writing Processes:
Cognitive-Processing Models
Week 10
Models of Reading/Writing Processes:
Dual Coding Model
Transactional Model
Individual-Environmetal Model of Writing
Week 11
Models of Reading/Writing Processes:
Attitude-Influence Model
Sociocognitive Model
Week 12
Context, Word Identification, and Constructing Meaning
Week 13
At-risk learners
Week 14
Teaching for Second Language Learners
Week 15
New Horizons in Literacy Instruction
XIII.
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