KEAN UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
Spring 2009
STYLES OF LEARNING AND PROMOTING LITERACY
Course Number:
SPED 4000
Semester Hours:
3
Co-Requisites:
SPED 3000, SPED 3001
Limitation on Enrollment:
30
Required:
Dual Majors in Teacher of Students with Disabilities
and K-5 only
Catalog Description: This course will examine the various theories of learning and
literacy for inclusive classrooms. Specific strategies, models, and assessment practices
will be explored.
N.B. In order to ensure full class participation, any students with a disabling condition
requiring special accommodations (e.g., tape recorders, special adaptive equipment,
special note-taking, or test-taking procedures) will be strongly encouraged to contact the
professor at the beginning of the course. For the student’s convenience, both the
professor’s office hours and telephone number will be listed on the syllabus.
2
KEAN UNIVERSITY
Union, New Jersey
Styles of Learning and Promoting Literacy
I.
Course Objectives
Students will achieve growth toward becoming informed, dynamic professionals,
as evidenced by demonstration of proficiencies in knowledge (K), skill application
(S), and dispositions (D) needed to meet the needs of students in the classroom
in the area of literacy. Candidates will learn theoretical foundations of reading
instruction, along with strategies to help students acquire skills of literacy.
Students will:
A.
Identify various theories of learning (K, S)
B.
Discuss various styles of learning for inclusive classrooms (K, S)
C.
Demonstrate an understanding of the theories of reading (K, S)
D.
Identify the stages of reading development (K, S)
E.
Examine the essential elements of reading instruction (K, S)
F.
Evaluate the major approaches of reading instruction for inclusion settings
(K, S, D)
G.
Demonstrate an understanding of reading across curriculum areas (K, S)
H.
Analyze specific models of reading instruction for diverse learners in
inclusive settings (K, S, D)
I.
Construct reading lesson plans for diverse learners (K, S, D)
J.
Evaluate the utilization of technology for literacy learning (K, S, D)
K.
Examine the purpose of diagnostic reading assessment (K, S, D)
L.
Appraise best practices reading strategies for culturally linguistically diverse
learners (K, S, D)
M.
Identify the various reading techniques for inclusive settings (K, S, D)
N.
Develop a reading intervention plan.
3
II.
Course Content
A.
Identify various theories of learning
1.
2.
3.
4.
5.
6.
7.
8.
B.
Styles of learning
1.
2.
3.
4.
C.
Subskill
Interactive
Transactive
Whole language
Balanced approach
Principles of teaching reading
Strategies of reading development
1.
2.
3.
4.
5.
6.
7.
E.
Concrete sequential
Abstract sequential
Concrete random
Abstract random
Theories of reading
1.
2.
3.
4.
5.
6.
D.
Gestalt
Kephart
Skinner
Piaget
Thorndike
Gardner
Bandura
Vygotsky
Pre-emergent
Emergent
Developing
Transitional
Bridging
Expanding
Independent
Elements of reading instruction
1. Oral language and phonemic awareness
4
2. Word identification strategies
a. Word families
b. Phonics
c. Structural Analysis
d. Sight Words
e. Dictionary
f. Context Clues
3. Comprehension
a. Literal
b. Inferential
c. Evaluative
d. Mnemonics
e. Brainstorming
4. Fluency
5. Vocabulary development
6. Assessment
a. Informal
b. Formal
c. Standardized
d. Criterion referenced
e. Curriculum based
7. Met cognition
F.
Major approaches of reading instruction
1.
2.
3.
4.
5.
G.
Published reading series (basals)
Literature-based
Language experience
Programmed instruction
Computer applications
Reading across curriculum
1. Subject (interdisciplinary)
2. Differentiation
H.
Specific models of reading instruction
1. Orton-Gill Ingham
2. Reading Recovery
3. Wilson
5
4.
5.
6.
7.
8.
I.
Reading lesson plans
1.
2.
3.
4.
5.
6.
J.
Adjusting instruction
CD-ROMS
DVD-ROMS
Videodiscs
Computer software
Electronic books
Computer assisted instruction
Diagnostic reading assessment
1.
2.
3.
4.
5.
L.
Lesson plan format
Classroom implementation
Accommodations
Modifications
Differentiation
Content standards
Technology for literacy learning
1.
2.
3.
4.
5.
6.
7.
K.
Project Read
Lindamood-Bell
Instructional strategies model
Brain-based
Fast For Wood
Current views
Assessment of emergent literacy
Formal assessment
Criterion-referenced assessment
Alternative assessment
a. Observation
b. Portfolio/rubrics
c. Checklist
d. Surveys
e. Self-appraisal
f. Informal test
g. Journal
h. Inventories
Best practices for reading instruction for culturally and linguistically diverse
6
1.
2.
3.
4.
5.
6.
7.
M.
Knowledge of cultures
Supportive classroom environment
Cooperative learning
Multicultural literature
Comprehensible input
Authentic experience
Language experience
Reading techniques
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
KWL
Cloze procedure
Word walls
Big books
Read alouds
Literature circles
Guided reading
Graphic organization
Cubing
Paired reading
Choice boards
Repeated reading
Cross-age reading
Sustained silent reading
N. Reading intervention plan
1. Diagnosis of reading deficit
2. Srategies to accommondate deficit
3. Essential resources
4. Collabra ration among parents and instrumental staff
III.
Methods of Instruction
A.
Lecture
B.
Cooperative groups
C.
Analysis of computer software
D.
Examination of reading materials
E.
Demonstration lessons
F.
Guest speakers
G.
Observation
7
IV.
V.
Methods of Evaluation
A.
Lesson plan presentation (K, S)
B.
Case studies (k,5)
C.
In-class examination (K, S)
D.
Demonstrate and analyze a reading lesson utilizing a performance based
rubric (K, S, D)
E.
Class participation (K, S, D)
F.
Reading intervention plan (K,S,D)
Suggested Text
Cooper D. (2006). Literacy, New York: Houghton Mifflin
VI.
Supplemental Text
Gunning, T. (2008). Creating literacy interaction for all students.
Pearson
New York:
8
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World Wide Web
www.ldonline.com
www.teachervision.com
www.reading.org
www.ciera.org
www.ncela.gwu.edu
www.cldinternational.org
www.ReadNaturally.com