College of Education
Learn. Lead. Inspire. Transform.
Masters in Reading Program
RED 6749
HISTORY AND FOUNDATIONS OF READING
COURSE OVERVIEW AND OBJECTIVES
Welcome to RED 6749 – History and Foundations of Reading. This discussionbased seminar introduces graduate students to the historical background of approaches to
literacy as well as the current models that guide literacy research, theory, and instruction.
With a focus on historical antecedents, students in the course learn the connections
between current research and practice and former models and their related instructional
practices. In a larger framework, the course connects students with the relationships
between reading practices and the larger social movements that contextualize them. Our
course readings, activities, and projects are designed to help students explore and learn
about the following key ideas:
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Understanding the different instructional models that have guided reading instruction
in the last century, including whole word, letter-sound associations, readiness, direct
instruction, whole language, and others.
•
Developing conceptual understanding of the connections between theoretical models
of literacy learning and the instructional models that emanate from the theory.
•
Demonstrating in-depth understanding of the relationships between theory and
practice by developing a model of the connections between literacy theory, literacy
research, and literacy instruction and the larger social milieu.
Demonstrating understanding of paradigmatic shifts in literacy.
•
This is primarily a discussion-based course and was planned to encourage dialogue and
an exchange of views. You will be required to purchase the course texts, and locate and
print additional course readings.
The College of Education CAREs: The College of Education is dedicated to the ideals of
Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key
tenets in the Conceptual Framework of the College of Education. Competence in these
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ideals will provide candidates in educator preparation programs with skills, knowledge,
and dispositions to be successful in the schools of today and tomorrow. For more
information on the Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
REQUIRED COURSE TEXTS & LITERATURE
Course Texts:
The Discovery of Grounded Theory: Strategies for Qualitative Research (Glaser
and Strauss)
Reading Instruction that Works (Pressley)
Literature as Exploration (Rosenblatt)
Storytime: Young Children’s Literary Understanding in the Classroom (Sipe)
Interpreting Literature with Children (Wolf)
Additional readings will be assigned in class and will primarily consist of scholarly
articles and critical essays.
TaskStream: TaskStream is a web-based electronic portfolio required of all students in
the College of Education (COE) programs. It provides a way to submit documents, called
Critical Tasks to instructors for feedback and assessment. The COE uses these
assessments to evaluate candidate progress toward meeting standards set by the Florida
Department of Education, the faculty and professional organizations. Further, the COE
analyzes data from the assessments and uses the data for program planning in order to
ensure continuous improvement. Assignments designated as Critical Tasks must be
uploaded to your electronic portfolio on TaskStream and be rated with a mean score
of 3 or higher in order for you to pass the course. Remember, failure to upload the
Critical Task may result in a failing grade.
In this course the critical tasks are:
Essential Assignments: These are assignments that have been aligned with one or more
FLDOE curriculum requirements, i.e., ESOL standards, Reading Competencies, or Florida
Teacher Competencies/Skills.
COURSE POLICIES (ABBREVIATED)
Assignments:
*It is my policy to not accept late papers. Please turn in your assignments when they are
due. Forgetting them at home, in your car, or forgetting to do them at all hinders the work
we can do in class. Because technology is often unpredictable, work diligently to submit
assignments as expeditiously as possible.
*In the unlikely event that I decide to accept a late assignment, the score will be reduced
by 25% for each week it is late.
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*I reserve the right to adjust due dates of papers and assignments as necessary.
*I do not give extra credit unless it is offered to the entire class, so make sure you
complete all assignments carefully.
Things that are inappropriate:
*Cell phone use (including text messaging) during class (Bring a watch if you want to
check the time)
*Using laptops for any purpose other than note taking and course activities
*Inattentive/Rude/Disrespectful/Immature behavior (including – but not limited to –
sleeping, sarcasm, disengagement in classroom activities and discussions, etc.)
*Consistent/Excessive tardies
*Not bringing proper materials to class
*Working on other materials in my class
Things that are out of my control:
*Your bus/transportation schedule
*Your class schedule
*Your work schedule
*Your family schedule
This course is both reading and writing intensive – with papers and projects due
nearly every session. I expect both thoughtful and thorough papers to be turned in
at all times and I grade accordingly.
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COURSE ASSIGNMENTS
Grading and Assignments:
The final grade in this course will be based on the following:
Course Presentations (3) –20 points
Database of Scholarly Readings – 20 points
Artifact Paper – 20 points
Attendance/Preparation/Participation – 40 points
Total – 100 points
ASSIGNMENT DESCRIPTIONS
Course Presentations (Essential Assignment) (3) – 20 points
In addition to completing all of the required reading for each session, on particular class
periods, students will be assigned a specific piece of scholarship upon which they will
reflect and respond in detail. In small groups, students will prepare ½ hour presentations
in which they engage their peers in lessons and/or discussions about a specific piece of
scholarship: focusing on the population, methodology, findings, implications, and
limitations – as applicable – they see in the study. In addition, students may choose to
engage their classmates in activities that further delineate the
findings/implications/purposes of the scholarship.
PRESENTATION DATES: June 7, June 28, July 19
Database of Scholarly Readings (Essential Assignment) – 20 points
On the last day of class, students will submit a copy of a “Database of Scholarly
Readings” constructed throughout the course. While this may take a number of forms,
students are encouraged to use a program such as EndNote or an Excel spreadsheet to
organize the readings done (both in and outside of course requirements) into a
searchable/filter-able database of readings about education and literacy (minimally
including the title, author, publication date and other citation information, keywords, and
a summary). The purpose of this activity is to provide students a foundation upon which
they can build across their studies at USF-SM and their careers – a method through which
they can keep track of the articles/books/papers they have read for future reference and
citation.
DUE DATE: July 26
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Artifact Paper – 20 points
Throughout the semester, students will be engaged in reading and talking about the
foundations of literacy instruction across American history. For this assignment, students
are required to locate a “literacy artifact” at least 40 years old, analyze it (referencing
course readings and outside sources), and discuss what it suggests about the era in which
it was created and used and how it differs from what is used today. While almost any
“literacy artifact” will be acceptable, students are strongly encouraged to discuss their
choice of artifact with the instructor prior to beginning this assignment. Examples: a
literacy textbook, a school blueprint, a photograph, a research report.
DUE DATE: July 26
Attendance/Preparation/Participation – 40 points
Because this is a discussion-based seminar, it is essential that you not only attend each
class session (and be on time!), but that you are also prepared to be an active class
participant. An important aspect of any classroom learning community is the active
engagement of students and teachers around worthwhile content. However, in this class,
your contributions to discussions are particularly essential as they will provide the
foundation for your learning as well as influence the health and learning of our own
classroom community. It is your responsibility to attend all class sessions, prepared to be
an active participant by having completed all assigned readings and related written
assignments prior to class. Additionally, you will be expected to raise relevant questions,
make contributions that promote discussion, be sensitive to eliciting the ideas of others in
the class, and actively engage in small group work. Your attendance, preparation, and
participation will contribute 40 points toward your final grade.
For some people, sharing their thoughts in a public forum feels “risky.” However, part of
developing as professionals involves sharing your ideas and engaging in the ideas of
others. Think of this classroom as a safe environment in which to take some
chances/risks: try some things out in an environment that is safe. I am also aware that
three (or more) hours is an extended period of time in which to be focused in class. Please
come ready to work hard and focus for the entire time class is scheduled to meet. I, in
turn, have done my best to select readings and activities that are engaging.
Attendance is expected at all class sessions. You will be responsible for all material
covered in class. If an assignment is due on a day you are absent, you should email me
the assignment prior to the time class meets. I recognize that situations may arise during
the semester which prevent you from attending class (e.g., illness, family or personal
issues). Therefore, you are allowed one absence for whatever reason. This will not affect
your grade. However, if you miss more than one class, your participation grade will be
reduced by ten points for each additional absence. A maximum of three absences are
permitted across the course. More than three absences (for any reason) may result in a
failing grade for the course. Tardiness and early departure from class will be noted and
documented and may also reduce your participation grade.
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COURSE POLICIES
Your final grade for the semester will be based on written assignments and your class
attendance and participation.
USF POLICY ON RELIGIOUS OBSERVANCES
Students who anticipate the necessity of being absent from class due to the observation of
a major religious observance must provide notice of the date(s) to the instructor, in
writing, by the second class meeting.
ACADEMIC HONESTY
Academic Honesty: Universities rely on exchange of information and ideas;
therefore, academic honesty is crucial to the ability of a university community to meet
its mission of extending learning. In accordance with the University of South Florida
Academic Dishonesty and Disruption of Academic Process policy (available at
http://ugs.usf.edu/catalogs/0203/adadap.htm) “each individual is expect to earn
his/her degree on the basis of personal effort…any form of cheating…or
plagiarism…constitutes unacceptable deceit and dishonesty…This cannot be tolerated
in the University community and will be punishable…”(p. 1 of 5
http://ugs.usf.edu/catalogs/0203/adadap.htm). Please review this policy for
definitions and consequences of plagiarism, cheating and disruption of academic
process. Papers may be checked for precise references. Dishonesty erodes trust and it
is upon trusting relationships that deep learning occurs.
Detection of Plagiarism: The University of South Florida has an account with an
automated plagiarism detection service which allows instructors to submit student
assignments to be checked for plagiarism. I reserve the right to 1) request that
assignments be submitted to me as electronic files and 2) electronically submit
assignments to SafeAssignment.com, or 3) ask students to submit their assignments to
SafeAssignment.com through myUSF. Assignments are compared automatically with
a database of journal articles, web articles, and previously submitted papers. The
instructor receives a report showing exactly how a student's paper was
plagiarized. For more information about SafeAssignment and plagiarism, go to
http://www.c21te.usf.edu and click on Plagiarism Resources. For information about
plagiarism in USF's undergraduate catalogue, got to:
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.
GRADING SCALE
The written work that you hand in should be quality work, both in its content and
form. The content of your written work should always reflect your careful and thoughtful
consideration of the ideas we are exploring in the various readings and activities that we
use – and you should refer to these where this serves to support your ideas. This does not
mean you need to write pages and pages for these assignments, but it does mean you
should carefully craft what you write - be clear, succinct, and support what you say. Your
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work should be typed, double-spaced, and presented in an edited format (you have
checked it for spelling and grammar.) Point deductions will be taken for excessive
grammatical or spelling errors.
The grading scale will be approximately as follows:
“A” (90-100 points): reflects exemplary work, knowledge, and skill in meeting the
performance objectives – participant went beyond requirements, is analytical,
reflective and professional in stance, and demonstrated a strong understanding of reading
comprehension. 94-100 = “A”; 90-93 = “A-”
“B” (80-89 points): reflects good, competent work, knowledge, and skill in meeting the
performance objectives. Participant demonstrates a good understanding of reading
comprehension. 87-89 = “B+”; 84-86 = “B”; 80-83 = “B-”
“C” (70-79): reflects satisfactory/adequate work, knowledge, and skill in meeting the
performance objectives; minimal requirements have been met successfully. Participant
demonstrates a minimal understanding of comprehension. 77-79 = “C+”; 74-76 = “C”;
70-73 = “C-”
“D” (60-69): reflects inadequate work, knowledge, and skill in meeting the performance
objectives; minimal requirements have generally been met. Participant demonstrates a
minimal understanding of reading comprehension. 67-69 = “D+”; 64-66 = “D”; 60-63 =
“D-”
Below 60: fails the course
Each assignment will be graded separately and the graded assignments will be combined
to reach a final grade for this section. At any point, any attendance deductions will be
taken. Please note, a grade of “A” is considered exceptional work, a grade of “B” is
considered good work and a “C” is considered to be adequate work.
NOTE: In accordance with the USF Graduate Studies Catalog, no grade below “C”
will be accepted toward a graduate degree. This includes “C-”grades.
It is the responsibility of each student to obtain class notes, handouts and
assignments from a fellow student in the event of an absence. Please do not email me
and ask me to “fill you in” on what you missed while you were away (I should be a
last resort).
Disabilities Accommodation: Students are responsible for registering with the Office of
Students with Disabilities Services (SDS) in order to receive academic accommodations.
Reasonable notice must be given to the SDS office (typically 5 working days) for
accommodations to be arranged. It is the responsibility of the student to provide each
instructor with a copy of the official Memo of Accommodation. Contact Information: Pat
Lakey, Coordinator, 941-359-4714, plakey@sar.usf.edu,
www.sarasota.usf.edu/Students/Disability/
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CAMPUS EMERGENCIES AND THE CLOSING OF CAMPUS: In the event of an
emergency, it may be necessary for USF to suspend normal operations. During this time,
USF may opt to continue delivery of instruction through methods that include but are not
limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate
schedule. It’s the responsibility of the student to monitor Blackboard site for each class
for course specific communication, and the main USF, College, and department websites,
emails, and MoBull messages for important general information.
Fire Alarm Instructions: At the beginning of each semester please note the emergency
exit maps posted in each classroom. These signs are marked with the primary evacuation
route (red) and secondary evacuation route (orange) in case the building needs to be
evacuated. See Emergency Evacuation Procedures.
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COURSE SCHEDULE
PART ONE: HISTORY AND FOUNDATIONS OF EDUCATION
Session One: Foundations of Education
Monday, May 17 (5:00-8:50pm)
 Introduction to the course
 Reading the syllabus
 Discussing assignments and expectations
 Beginnings of Western educational thought
 Viewing: School: The Story of American Public Education (Part One)
 Required Reading (in class): “[The] Apology [of Socrates]” (Plato); “Allegory
of the Cave” (Plato); “Theory of Forms” (Plato)
 Recommended Reading (outside of class): Prior Analytics (Plato); Rhetoric
(Aristotle)
Session Two: Early American Education and Literacy Instruction
Monday, May 24 (5:00-8:50pm)
 American Education in the 17th, 18th, and 19th Centuries
 Early literacy artifacts
 Viewing: School: The Story of American Public Education (Part Two)
 Required Reading (prior to class): “Some Thoughts Concerning Education”
(Locke, 1693)
 Required Reading (prior to class): Excerpts from Emile (Rousseau, 1762)
 Required Reading (prior to class): “The Teacher as Instructor” (Finkelstein,
1989)
 Recommended Reading (prior to class): Mann’s Annual Reports (5th, 7th, 9th,
12th)
 Required Reading (in class): Excerpts from The New England Primer (1777)
 Required Reading (in class): Excerpts from Monroe’s Fourth Reader (1872)
Session 2.5 (Optional): Grounded Theory of Qualitative Research
Tuesday, June 1 (TBD)
 Grounded Theory and Constant Comparative Method
 Required Reading (prior to class): The Discovery of Grounded Theory:
Strategies for Qualitative Research (Glaser and Strauss, 1967/2009)
PART TWO: THEORETICAL MODELS AND PROCESSES IN READING
Session Three: Reader Response Theory
Monday, June 7 (5:00-8:50pm)
 Reader response
 Roles of readers, texts, and contexts in the act of reading
 Required Reading: Literature as Exploration (Rosenblatt, 1938/1995) – Preface,
Chapters One, Two, Three, Four, and Coda (116 pages)
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 Required Reading: Interpreting Literature with Children (Wolf, 2003) –
Prologue, Chapters One, Two, Three (130 pages)
 Course Presentations #1: (Wolf, 2003) – “Interpreting Literature Through
Writing” (pages 201-224), “Interpreting Literature Through the Visual Arts”
(pages 225-254), “Interpreting Literature Through Drama” (pages 255-283)
Session Four: Introduction to Contemporary Literacy Studies
Monday, June 14 (8:00-12:30pm)
 Twentieth Century literacy practices
 Historical perspectives in reading education
 Introducing the Artifact Paper
 Viewing: School: The Story of American Public Education (Part Three)
 Required Reading: “Looking Back, Looking Forward: A Conversation about
Teaching Reading in the 21st Century” (Allington and McGill-Franzen, 2000)
 Required Reading: “A Historical Perspective on Reading Research and Practice”
(Alexander and Fox, 2004)
 Required Reading: Pressley (2006) – “Introduction” (pages 1-15); Chapter 12 –
“Concluding Reflections…for the Time Being” (pages 417-448)
Session Five: Language and Cognition in Sociocultural Contexts
Monday, June 21 (8:00-12:30pm)
 Sociocultural theory and perspectives in reading
 Required Reading: “Reading as Situated Language: A Sociocognitive
Perspective” (Gee, 2001)
 Required Reading: Pressley (2006) – Chapter One – “Whole Language” (pages
15-48); Chapter Two – “Skilled Reading” (pages 49-65)
 DUE: Locate a study cited in the Pressley (2006) chapters for this week, print it,
read it, and come to class prepared to summarize the article and share the
methodology, data collection/analysis, findings, and implications/significance
Session Six: Foundations of Literacy Development
Monday, June 28 (8:00-12:30pm)
 Recognizing words
 Beginnings of literacy and language acquisition
 Workshop Artifact Papers
 Required Reading: “Matthew Effects in Reading: Some Consequences of
Individual Differences in the Acquisition of Literacy” (Stanovich, 1986)
 Class Presentations #2: Pressley (2006) – Chapter 4 – “Before Reading Words
Begins” (pages 96-143); Chapter 5 – “Learning to Recognize Words” (pages 144194); Chapter 6 – Fluency (pages 195-219); Chapter 7 – Vocabulary (pages 220239)
 DUE: Locate a study cited in the Pressley (2006) chapter on which you are
presenting this week, print it, read it, and come to class prepared to summarize the
article and share the methodology, data collection/analysis, findings, and
implications/significance
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Session Seven: Comprehension and Metacognition
Monday, July 12 (8:00-12:30pm)
 Required Reading: Pressley (2006) – Chapter 9 – “The Need for Increased
Comprehension Instruction” (pages 293-346)
 Required Reading: “Self-Regulated Comprehension During Normal Reading”
(Hacker, 1998)
 Workshop Models of Reading Processes presentations
 DUE: Locate a study cited in the Pressley (2006) chapter for this week, print it,
read it, and come to class prepared to summarize the article and share the
methodology, data collection/analysis, findings, and implications/significance
Session Eight: Models of Reading Processes
Monday, July 19 (8:00-12:30pm)
 Various literacy models
 Course Presentations #3:
o Cognitive-Processing Models
 “Toward a Theory of Automatic Information Processing in
Reading, Revisited” (Samuels, 1994)
 “Toward an Interactive Model of Reading” (Rumelhart, 1994)
 “Modeling the Connections Between Word Recognition and
Reading” by (Adams, 1994)
o Dual Coding Model
 “A Dual Coding Theoretical Model of Reading” (Sadoski and
Paivio, 1994)
o Attitude-Influence Model
 “Model of Attitude Influence Upon Reading and Learning to
Read” (Mathewson, 1994)
o Sociocognitive Model
 “Reading as a Meaning-Construction Process: The Reader, the
Text, and the Teacher” (Ruddell and Unrau, 1994)
PART THREE: LITERARY CRITICISM AND LITERACY INSTRUCTION
Session Nine: Literary Understanding and Interpreting Literature with Children
Monday, July 26 (8:00-12:30pm)
 Required Reading: Storytime: Young Children’s Literary Understanding in the
Classroom (Sipe, 2008)
 DUE: Database of Scholarly Readings
 DUE: Artifact Paper
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