)‫ ד"ר גולדפוס קרולין (אידה‬:‫מרצה‬
‫ התערבות וקידום‬,‫ הערכה‬,‫ הוראה‬- ‫ אנגלית כשפה זרה באוכלוסיות שונות בישראל‬:‫שם שיעור‬
06-5126856-6 :‫מספר שיעור‬
‫ ש‬:‫סמסטר‬
8 :‫שעות שבועיות‬
8 :‫נקודות זיכוי‬
Course Name: English as a Foreign Language in different populations in Israel:
teaching, evaluation, intervention and progress
Reading Development in English as a Foreign Language
Course Type: Seminar
Name of Lecturer: Dr Carol Goldfus
Abstract
This advanced seminar course will present students with leading principles and
relevant studies in the study of text comprehension. The course will focus on reading
in English as a foreign language and will provide a thorough account of what is
known about the acquisition of reading abilities including a section on neuroscience,
what brain-based research tells us about reading comprehension and how these
principles can affect how we teach reading and, ultimately, writing. Research will be
carried out by each student in the classroom so that there will be constant recourse
from theory to practice and from practice to theory. Thus, each student will provide
evidence-based data to this important field.
Rationale and Goals
Its aim is to foster more principled research and instruction in second/foreign
language literacy. As the emphasis is on researching hands-on application in the field,
the students will familiarize themselves with the latest methods in bilingual and
multilingual research methods so that, on the one hand, they will be able to evaluate
research in the field, and, on the other hand, they will be able to become 'teacher
researchers' and provide high quality teaching based on sound theoretical principles.
Methods of Teaching and Learning
The course is based on frontal lectures, presentation of articles by students, workshops
and personal tuition. The development of becoming a researcher/practitioner forms
the backbone of this research seminar.
Students Obligations
 Attendance and participation: 10%
 Literature review
25%
 Oral Presentation
15%
 Seminar paper
50%
Bibliography
*denotes –required reading
+ denotes – referat – individual presentation
Basic textbook
Grabe, W. (2009). Reading in a Second Language: moving from theory to practice.
Cambridge University Press, United Kingdom.
Background
Berninger, V. (2004). The reading brain in children and youth. In B. Wong (Ed.),
Learning about learning disabilities (pp. 197-244). Elsevier Academic Press:
USA.
*Block, C.C. & Parris, S.R. (2008). Using Neuroscience to Inform Reading
Comprehension Instruction. In Block, C.C. & Parris, S.R. (Eds.)
Comprehension Instruction: Research-Based Best Practices. Guilford Press,
New York. (pp.114-126).
+Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the
developing brain: What have we learned about cognitive development? Trends
in Cognitive Science, 9, 104–110.
*Coch, D. (2010). Constructing a reading brain. In D. Sousa (Ed.), Mind, brain and
education: Neuroscience implications for the classroom (pp. 139-155). Solution
Tree Press.
*Cole, C., Cutting, L., Mahone, M., Materek, A., & Levine, T. (2009). Effects of
fluency, oral language, and executive function on reading comprehension
performance. Ann. Of Dyslexia, 59, 34-54.
*Gabrieli, J., Christodoulou, J. A., O'Loughlin, T., & Eddy, M. D. (2010). The
reading brain. In D. Sousa (Ed.), Mind, brain and education: Neuroscience
implications for the classroom (pp. 113-135). Solution Tree Press.
+Kintsch, W. & Rawson, K.A. (2005). Comprehension. In: Snowling, M.J. & Hulme,
C. The Science of Reading: A Handbook (pp.209-226). Blackwell Publishing,
United Kingdom.
*Moats, L, (2009). Knowledge Foundations for teaching reading and spelling.
Reading and Writing – A Interdisciplinary Journal, 22(4), 379-399
+Nassaji, H. (2007). Schema Theory and Knowledge-Based Processes in Second
Language Reading Comprehension: A Need for Alternative Perspectives.
Language Learning, 57 (1), 45-77
*Oakhill, J. (1994). Individual Differences in Children’s Text Comprehension. In:
Gernsbacher, M.A. (Ed.). Handbook of Psycholinguistics (pp.821-848).
Academic Press, USA
+Paivio, A. (2008). Looking at Reading Comprehension through the Lens of
Neuroscience. In Block, C.C. & Parris, S.R. (Eds.) Comprehension
Instruction: Research-Based Best Practices. Guilford Press, New York. (pp.
101-113)
*Perfetti, C.A. (1994). Psycholinguistics and Reading Ability. In Gernsbacher, M.A.
(Ed.). Handbook of Psycholinguistics (pp.849-894). Academic Press, USA
*Perfetti, C.A.; Landi, N. & Oakhill, J. (2005). The Acquisition of Reading
Comprehension Skill. In Snowling, M.J. & Hulme, C. The Science of
Reading: A Handbook (pp.227-247). Blackwell Publishing, United Kingdom
+Snow, C.E., & Juel, C. (2005). Teaching Children to Read: What Do We Know
about How to Do it?(pp. 501-520). In: Snowling, M.J. and Hulme, C. (Eds).
The Science of Reading: A Handbook. Blackwell Publishing, England.
+Swanson, H. L., & O'Connor, R. (2009). The role of working memory and fluency
practice on reading comprehension of students who are dysfluent readers.
Journal of Learning Disabilities,42, 548-575.
*Wolf, M., Gottwald, S., Galante, W., Norton, E., & Miller, L. (2009). How the
origins of the reading brain instruct our knowledge of reading intervention. In K.
Pugh & P. McCardle (Ed.), How children learn to read: Current issues and new
directions in the integration of cognition, neurobiology and genetics of reading
and dyslexia research and practice (pp. 289-299). Psychology Press.
*Research methodology
Mackey A. & Gass S.M. (2005). Second Language Research. Methodology and
Design. Lawrence Erlbaum Associates
Moyer, M.G. (2008). Research as Practice: linking theory, method, and data. In L.
Wei & Moyer, M.G. (Eds). The Blackwell Guide to Research Methods in
Bilingualism and Multilingualism (pp. 18-31). Blackwell Publishing Ltd.
United Kingdom.