STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the
classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual
instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary
material of APUS.
Education
EDUC610
Foundations of Reading and Literacy Instruction
Credit Hours = 3
Length of Course = 8 weeks
Prerequisite: EDUC503 (May be taken concurrently)
Instructor Information
Instructor: APUS Faculty
Course Description (Catalog)
This course examines reading using a developmental stage approach. Participants learn about reading development (characteristics, assessment, and instruction) from the most
emergent stage through adulthood. In addition, course perspectives, second language learners, and students with reading disabilities. Educators will gain practical knowledge to
help them understand the literacy level of all students.
Course Scope
This course focuses on topics pertinent to the development of the participant’s knowledge of reading and literacy instruction. The progression of lessons goes from what is now
known about how the brain functions during reading to how current practices have been developed through the application of scientific research. These selected readings will be
the basis for a beginning professional library that will be useful to the participant in a practical manner when entering the classroom. Other resources will be listed in hopes that the
participant will continue to expand their knowledge and resources.
At the completion of the course the participant should be able to develop a scope and sequence of beginning reading skills and lesson plans based on scientific research that can be
used in the classroom or tutorial setting.
Course Objectives
After successfully completing this course, you will be able to:
1.
2.
3.
4.
5.
6.
7.
Describe how the brain processes oral and written language.
Summarize the Stages of Reading Development as described by Jeanne Chall and various other educators.
Generalize the key elements that influenced current reading practices as derived from the history of reading as it relates to reading instruction in the United States.
Analyze what is meant by research based reading pedagogy.
Compare and contrast the National Reading Panel report with objections to the report.
Explain the significance of Print Awareness and Letter Knowledge in beginning reading instruction.
Define and summarize the five components that NRP says are necessary for beginning reading instruction. This includes pertinent vocabulary, how to interpret skills for
lesson planning, and analyze instructional methods for each component. You will also synthesize and evaluate the information to create original lesson plans to be used for
instruction.
8. Become familiar with lesson plans and assessments for various learning populations they may encounter in the instructional setting.
Course Delivery Method
This course delivered via distance learning will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online
learning management system will be made available to each student. Online assignments are due by Sunday evening of the week as noted and include
Forum questions (accomplished in groups through a threaded forum), examination, and individual assignments (submitted for review by the Faculty Member). Assigned faculty
will support the students throughout this eight-week course.
Course Materials
Required Course Textbooks:
1. How the Brain Learns to Read by David H. Sousa
2. Teaching Our Children to Read by Bill Honig 2nd Ed.
3. Teaching Reading Sourcebook by Bill Honig, Linda Diamond and Linda Gutlohn, 2nd Ed.
4. Evidence-Based Instruction In Reading (5 book series):
i.
Phonemic Awareness by Mraz, Padak & Rasinski
ii. Phonics by Zimmerman, Padak & Rasinski
iii. Fluency by Padak & Rasinski
iv.
Vocabulary by Newton, Padak & Rasinski
v.
Comprehension by Padak & Rasinski
Textbook Suggestion
Be sure to download the Study Guide for Core Clients, TRS, 2nd Ed. You should be able to find it at www.corelearn.com. It will help you in self evaluation of your learning.
To find the Study Guide for Core Clients:
1. Go to www.corelearn.com
2. On home page click on store
3. Under The Core Store, Ordering CORE Resources click on Free Materials
4. At the bottom of the screen, click on Study Guide for CORE Clients: Teaching Reading Sourcebook, 2nd Edition
Additional Course Materials:
Other required readings or videos will be listed in each module. Websites will be included.
Websites:
In addition to the required course texts the following public domain Websites are useful. Please abide by the university’s academic honesty policy when using Internet sources as
well. Note Web site addresses are subject to change.
Site Name
Children of the Code
Balanced Reading
Website URL/Address
www.childrenofthecode.org
www.balancedreading.com
Evaluation Procedures
1. JOURNAL: 700 points
You will be asked to keep a journal for each module. At the end of the course you will be asked to submit it as part of your work. The journal will help you organize your
thoughts as well as help you recall the important information from the module. The following questions are given to stimulate your thinking. An additional thought
question will be included in the Announcements section of each module. Keeping this journal will help you remember what you read and to develop your Apologia
(Personal Philosophical Statement) and the Project.
Questions:
1. What did you learn in this lesson that will significantly impact your reading instruction?
2. What is your opinion of the concepts presented in this lesson?
3. What questions do you have that have not been answered by the information in this lesson? (Your answer to this question will become part of your Forum questions.
4. Response to the thought question from the module (Announcements).
Follow Guidelines listed at the end of the Evaluation Procedures. Keep this information in a separate file on your computer.
2. HOMEWORK ASSIGNMENTS: 1100 points
Each module will include an assignment or set of assignments. These assignments will assess the participant’s acquisition of the information presented in each module.
The assignments vary, but for the most part you will be asked to gather pertinent information from the reading. In Modules 3-7 you will be asked to create lesson plans.
Many of the assignments will ask you to complete charts or use a particular form. These will be found at the end of the module. The assignments will be listed in the
module and should be self explanatory.
Some of the assignments will be ongoing. The Stages Chart and the Component Information Worksheet will start in one module and be completed in another module. The
final project will ask for the culmination of all completed assignments.
Most of the assignments will ask you either to create a graphic organizer or fill in a form. You will still be expected to demonstrate a quality of work commensurate with
graduate school. The guidelines at the end of the Evaluation Procedures are applicable.
3. FORUMS: 900 points
Each module will contain several forum questions requiring your response, plus, adding a self-developed question to which your fellow students will respond.
You are required to respond with courtesy to at least two of the responses from the questions given in the module and to answer tow of the questions posted by your fellow
students. This will be a total of four responses. You may respond to more people, if you feel lead to do so.
You will be expected to follow online forum etiquette at all times. Although some ideas may lead to heated forum, the use of appropriate language and mode of address are
required for the expression of thoughts. The Guidelines listed at the end of Evaluation Procedures should be helpful in formulating your response.
Please be aware of the new requirement for first post in the forum. As of July 1, 2011, the first post must have at least 250 words. These posts will be submitted through word
count softward by the Technology Department for compliance. If the minimum 250 word count is not met, you will be dropped from the course by the end of the first week. I
assure you this is real and it is serious. Thank you for your attention to this very important matter.
The following paragraph is wording from the APUS Student Handbook:
All students are required to log into each of their courses during Week One and to submit a class discussion board post of at least 250 words. Students who do not submit this
assignment during the first week of class will be automatically dropped from any courses in which this assignment has not been completed. The first week of classes runs from the
day the course opens until 11:59 p.m. (Eastern Time) on the first Sunday of that week. At the beginning of Week Two, students who did not submit this assignment during Week
One and did not submit an official online form to voluntarily withdraw from the course will be dropped. Students who are dropped for lack of academic activity will receive a
tuition credit for the course on their student account. Those who wish to continue taking classes with us may register for courses in a future session. Detailed information on
course drops is located in the Drop/Withdrawal Policy section of the Student Handbook.
4.
PROJECT: 100 points
The project is a compilation of all the assignments you have completed during this course. One half of the points awarded for this project will be for the Apologia
Statement as outlined below. The other half of the points will be awarded for the completion of the Component Informational Worksheets and lesson plans. A Table of
Content will follow to help you organize your work. The project should be kept in an ePortfollio.
Apologia Statement:
Write a one to two page paper to address the following questions. This paper will help you in future employment interviews. It establishes your thoughts about your
involvement in Literacy Education.
Vision – Why I chose to be involved in Literacy Education?
Mission - What is the ultimate goal I would like to accomplish while working in
Literacy Education
Philosophy
1. I believe that reading curriculum should…
2. As a Literacy Educator I should…
Conclusion – Any additional information you feel would help others understand
your thoughts that will lead others to know you are a highly qualified Literacy Educator.
In writing this paper, follow the guidelines at the end of the Evaluation Guideline.
Project – Table of Contents
1.
2.
3.
4.
5.
Apologia Statement
Delineation of Salient features in the Brain – compare Oral Language and Reading, Module 1
Stages Chart, Module 1
Outline – Whole Language – Phonics – Balanced Reading, Module 2
Modules 3-7
Component Information Worksheet followed by Lesson Plans.
Include in Module 4 the informal assessment.
In Module 6, include the FORI Chart.
Homework Assignments
Each lesson will include an assignment. These assignments will assess the participants’ acquisition of the information presented in each lesson.
Along with the assignments students will be expected to answer the forum questions for each lesson. The students will be expected to post their answers on the Forum. Other
assignments and questionnaire within the text are also part of the assignment. The culminating assignments will be a compilation of notes from the readings and the lesson plans
created for lessons 7-15.
Guidelines for Course Work
In your Journal, Observations, Assignments, Forum Questions, and Apologia Statement you should use the following guidelines in your responses when writing:
•
•
•
•
•
•
•
•
Demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes, learned/read/discussed;
Critical contemplation, i.e., “grapple” with issues and topics;
Appropriate use of knowledge learned
Imaginative thinking and responses to challenges/problems/issues;
Exploring underlying assumptions about the lifelong value of literacy education
Clarity of expression and logical connection among ideas expressed;
Writing that reflects precise and concise thinking;
Excellent grammar, syntax, and spelling.
Grade Instruments
Journal
Forum Participation
Homework Assignments
Point Value
700
1100
900
Project
TOTAL
100
2800
The success of this course depends on our ability to have read the assigned readings closely, to have thought carefully about the points raised or
ignored by author, and to bring to the group your questions and concerns about their theses and positions into the forum groups. Prior to each
class I will post Announcements and outline the focus of the subsequent session and direct your reading. Having prepared the readings prior to
class ensures your productive participation.
Classes will typically begin with a question I have posed the previous week. We should work to achieve conversational exchanges with each other
through forums and emails, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings.
In all participation and assignments I am looking for evidence of:
• demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and
processes learned/read/discussed;
• critical contemplation, i.e., "grapple" with issues and topics;
• appropriate use of knowledge learned;
• imaginative thinking and responses to challenges/problems/issues;
• exploring underlying assumptions about the lifelong value of education and classroom management of schooling;
• clarity of expression and logical connection among ideas expressed;
• writing that reflects precise and concise thinking;
• excellent grammar, syntax, and spelling.
Course Outline
Week
1
Topic(s)
How the Brain
Learns to Read
and Stages of
Reading
Development
Learning Objective(s)
LO1: Describe how the brain
processes oral and written
language.
LO2: Summarize the Stages of
Reading Development as
described by Jeanne Chall and
various other educators.
Reading(s)
Assignment(s)
•
Forum Introduction
•
Forum 1 – Stages of Reading
Development
•
Journal/Thought Question 1
Text: Bill Honig. Teaching Our Children to Read. Chapters 3-5, pp. •
23-92
Journal/Thought Question 1
•
Web: Chall’s Stages of Reading Development and the English
Language Arts
http://www.sbceo.k12.ca.us/~rtac/pdfs/RLA%20Framework%2 •
0Overview/Chall's%20Stages%20Chart.doc.
Assignment 1 - Brain
Brain
Text: David Sousa. How the Brain Learns to Read. Chapters 1 & 2
Text: Honig, Diamond and Gutlohn. Teaching Reading Sourcebook.
pp. 4 & 5
Stages of Development
Text: Sousa, pp. 134-137
Web: Five Stages of Reading Development. Pamela Beers, M.S.Ed.:
http://www.literacynews.com/articles/five-stages-of-readingdevelopment.php
Web: (Untitled document). Reading – Stages of Reading
Development
www.lbsd.k12.ca.us/Pages/Instruction/Reading_stages.htm
Additional Resources: Be sure to explore the Additional
Resources listed in the lesson packet.
Assignment 2 - Stages of Reading
Week
2
Topic(s)
History –
Myths –
Scientific
Research and
the National
Reading Panel
Learning Objective(s)
LO3: Generalize the key
elements that influenced current
reading practices as derived
from the history of reading as it
relates to reading instruction in
the United States.
Reading(s)
History
Text: Honig. Teaching Our Children to Read. Ch 1 pp. 1-3
Web: History of Reading Instruction:
www.thephonicspage.org/On%20Phonics/historyofreading.html
Web: Reading Education: http://en.wikipedia.org/wiki/Reading_education
LO4: Analyze what is meant by
Web: Developing Research-Based Resources for the Balanced Reading
research based reading
Teacher. www.balancedreading.com/balanced.html
pedagogy.
LO5: Compare and contrast the Text: Sousa. How the Brain Learns to Read. pp. 63-67 (top)
National Reading Panel (NRP)
Myths
report with objections to the
Web: Ten Myths of Reading Instruction. Sebastian Wren, Ph.D.
report.
www.wedl.org
Text: Honig. Teaching Our Children to Read. Ch 1 pp. 3-9 (top)
Web: What is Scientifically-Based Research: A Guide for Teachers. National
Institute for Literacy. The Partnership for Reading.
www.nifl.gov/nifl/publications.html
National Reading Panel (NRP)
Web: Put Reading First (1.3MB version)
www.nifl.gov/partnershipforreading/publications Listed under publications
for educators as Childhood (K-3).
Web: National Reading Panel, Summary.
www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Web: The National Reading Panel Report: Practical Advice for Teachers.
Timothy Shanahan. www.learningpt.org/pdfs/literacy/nationalreading.pdf
Web: Effective Beginning Reading Instruction: A Paper Commissioned by the
Assignment(s)
•
Forum 2 – History
•
Forum 3 – Myths
•
Forum 4 – NRP Report
•
Journal/Thought Question 2
•
Assignment 3 – History
•
Assignment 4 – Myths
•
NRP Report
National Reading Conference. Michael Pressley.
http://nrconline.org/publications/pressleywhite2.pdf
Additional Resources: Be sure to explore the Additional Resources listed in
the lesson packet.
Week Topic(s)
3
Week
4
Phonemic
Awareness
Topic(s)
Print
Awareness,
Letter
Knowledge, and
Phonics
(Decoding)
Learning Objective(s)
Reading(s)
Assignment(s)
•
Forum 5 – Skills
•
Journal/Thought Question 3
LO7: Become familiar with
Additional Resources: Be sure to explore the Additional Resources listed in •
lesson plans and assessments for the lesson packet.
various learning populations
•
they may encounter in the
instructional setting.
Assignment 5 – Lesson Plan
LO6: Define and summarize the Text: Honig, Diamond & Gutlohn, Ch 5 pp. 115-158
five components that NRP says
are necessary for beginning
Text: Mraz, Padak, Rasinski, Evidence-Based Instruction in Readingreading instruction.
Phonemic Awareness. Read the whole book.
Learning Objective(s)
Reading(s)
LO6: Define and summarize the
five components that NRP says Text: Honig, Diamond & Gutlohn.
Introduction Decoding and Word Study pp. 161-168
are necessary for beginning
Chapter 6 – Phonics pp. 170-239
reading instruction.
Chapter 7 – Irregular Word Reading pp. 242-257
Chapter 8 – Multisyllabic Word Reading pp. 260-278
LO7: Become familiar with
Assignment(s)
•
Forum 6 – Phonics
•
Journal/Thought Question 4
lesson plans and assessments for
•
Text: Zimmerman, Padak & Rasinski. Evidence-Based Instruction in Readingvarious learning populations
Phonics. Read entire book.
they may encounter in the
instructional setting.
Additional Resources: Be sure to explore the Additional Resources listed in •
the lesson packet.
•
Week
5
Topic(s)
Vocabulary
Learning Objective(s)
Reading(s)
LO6: Define and summarize the Text: Honig, Diamond & Gutlohn.
five components that NRP says
Section 5 Introduction pp. 407-418
Phonemic Awareness
Component
Assignment 6 – Informal
Assessment
Assignment 7 – Lesson
Creation
Phonics Component
Assignment(s)
•
Forum 7 – Vocabulary
are necessary for beginning
reading instruction.
•
Chapter 11 – pp. 420-486
Chapter 12 – pp. 488-568
Chapter 13 – pp. 570-606
LO7: Become familiar with
•
lesson plans and assessments for Text: Newton, Padak & Rasinski. Evidence-Based Instruction in Reading A
various learning populations
Professional Development Guide to Reading Vocabulary. Read entire book.
they may encounter in the
instructional setting.
Additional Resources: Be sure to explore the Additional Resources listed in •
the lesson packet.
Week Topic(s)
6
Fluency
Week Topic(s)
7
Comprehension
Learning Objective(s)
Reading(s)
Journal/Thought Question 5
Assignment 8 – Vocabulary
Lesson
Vocabulary Component
Assignment(s)
LO6: Define and summarize the Text: Honig, Diamond & Gutlohn.
five components that NRP says
Section 4 Reading Fluency pp. 321-326
are necessary for beginning
Chapter 9- Fluency Assessment pp.327-358
reading instruction.
Chapter10 – Fluency Instruction pp. 359-404
•
Forum 8 – Parents
•
Journal/Thought Question 6
LO7: Become familiar with
lesson plans and assessments for
various learning populations
they may encounter in the
instructional setting.
•
Assignment 9 – FORI Chart
•
Assignment 10 – FORI Lesson
Plan
•
Fluency Component
Learning Objective(s)
Text: Padak & Rasinski. Evidence-Based Instruction in Reading, A
Professional Development Guide to Reading - Fluency. Read the entire book.
Additional Resources: Be sure to explore the Additional Resources listed in
the lesson packet.
Reading(s)
LO6: Define and summarize the Text: Honig, Diamond & Gutlohn.
five components that NRP says
Introduction: Comprehension pp. 609-631
are necessary for beginning
Chapter 14 pp. 634-680
reading instruction.
Chapter 15 pp. 682-741
LO7: Become familiar with
lesson plans and assessments for
various learning populations
they may encounter in the
instructional setting.
Assignment(s)
•
Forum 9 – Reading Strategies
•
Journal/Thought Question 7
Text: Padak & Rasinski. Evidence-Based Instruction in Reading, A
Professional Development Guide to Reading - Comprehension. Read the entire •
book.
Additional Resources: Be sure to explore the Additional Resources listed in •
the lesson packet.
Assignment 11 – Story Lesson
Plan
Comprehension Component
Week Topic(s)
8
Culmination Wrapping It Up
Learning Objective(s)
LO1: Describe how the brain
processes oral and written
language.
LO2: Summarize the stages of
reading development as
described by Jeanne Chall and
various other educators.
LO3: Generalize the key
elements that influenced current
reading practices as derived
from the history of reading as it
relates to reading instruction in
the United States.
LO4: Analyze what is meant by
research based reading
pedagogy.
LO5: Compare and contrast the
National Reading Panel report
with objections to the report.
LO6: Define and summarize the
five components that NRP says
are necessary for beginning
reading instruction.
LO7: Become familiar with
lesson plans and assessments for
various learning populations
they may encounter in the
instructional setting.
Reading(s)
Assignment(s)
Text: Honig, Diamond & Gutlohn. pp. 743-754.
•
Forum 10 – End of Course
Web: Teaching Reading is Rocket Science. Louisa Moats, Ed.D.
www.aft.org/pubs-reports/downloads/teachers/rocketsci.pdf
•
Course Project
Additional Resources: Be sure to explore the Additional Resources listed in
the lesson packet.
E-Bibliography
EDUC 610 FOUNDATIONS OF READING INSTRUCTION
February 2009
Updated August 2009
Susan Gilroy, Lead Librarian, email: ecm@apus.edu
A. Deep Web—Licensed Materials
•
Journal Titles & Databases Available
Databases
o EBSCO: EDUCATION RESEARCH COMPLETE; ACADEMIC RESEARCH COMPLETE
o PROQUEST: ABI-INFORM; PROQUEST RESEARCH LIBRARY
o LexisNexis
o PsycARTICLES
o Directory of Open Access Journals [DOAJ]
Journals (Conduct a Journal Title Search in the Online Library to locate.)
o Journal of research in reading (EBSCO-Academic Search Premier)
o Reading (Sunderland) (EBSCO-Education Research Complete)
o Reading psychology (EBSCO-Academic Research Premier)
o Reading research quarterly (ProQuest Research Library)
o Reading teacher (EBSCO-Education Research Complete)
o Illinois reading council journal (EBSCO-Education Research Complete)
o Scientific studies of reading (EBSCO-Education Research Complete)
o Journal of reading (Proquest Research Library)
o Journal of research in reading (EBSCO-Education Research Complete)
o Reading & writing quarterly (EBSCO-Education Research Complete)
o Reading improvement (EBSCO-Academic Research Complete)
o Reading online (EBSCO-Education Research Complete)
o Reading research and instruction (ProQuest Research Library)
o Reading research quarterly (EBSCO-Education Research Complete)
o Reading today (EBSCO-Education Research Complete)
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
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Weekly reader (Edition 2 : Teacher's guide) (EBSCO-Education Research Complete)
Weekly reader (K : Teacher's guide) (EBSCO-Education Research Complete)
Weekly reader (Pre-K : Teacher's guide) (EBSCO-Education Research Complete)
Journal of computer assisted learning (EBSCO-Academic Research Complete)
Children's literature in education (EBSCO-Academic Search Premier)
Child language teaching and therapy ( ProQuest Research Library)
Annals of dyslexia. (EBSCO-Academic Search Premier)
Dyslexia (EBSCO-Academic Search Premier)
Language & literacy (Directory of Open Access Journals)
Literacy today ( EBSCO-Academic Search Premier)
Early childhood education journal (EBSCO-Education Research Complete)
Harvard educational review (ProQuest Research Library)
Journal of classroom interaction (EBSCO-Education Research Complete)
Journal of literacy research (EBSCO-Education Research Complete)
Language learning (EBSCO-Education Research Complete)
Language teaching (Proquest Research Library)
School library journal (EBSCO-Academic Research Premier)
Teacher librarian (Vancouver) (Proquest Research Library)
Visible language (Proquest Research Library)
Childhood education (ProQuest Research Library)
Curriculum review (EBSCO-Education Research Complete)
Reading Online. http://www.readingonline.org/
Online Catalog (or, titles available electronically)
E-books
o Dimensions of literacy [electronic resource] : a conceptual base for teaching reading and writing in school settings / Stephen B. Kucer. ;
Kucer, Stephen B., 1950- ; Mahwah, N.J. : ; Lawrence Erlbaum Associates, ; 2005. ; http://site.ebrary.com/lib/apus/Doc?id=10103840
o Teaching beginning reading and writing with the picture word inductive model [electronic resource] / Emily F. Calhoun. ; Calhoun, Emily. ;
Alexandria, Va., Association for Supervision and Curriculum Development, ; c1999. ; http://site.ebrary.com/lib/apus/Doc?id=10115187
o Success with struggling readers [electronic resource] : the Benchmark School approach / Irene West Gaskins ; foreword by Michael
Pressley. ; Gaskins, Irene West. ; New York : ; Guilford Press, ; c2005. ; http://site.ebrary.com/lib/apus/Doc?id=10172296
o Supporting struggling readers [electronic resource] / Barbara J. Walker ; [edited by Dyanne Rivers]. ; Walker, Barbara J., 1946- ; Toronto : ;
Pippin Pub., ; c2003. ; http://site.ebrary.com/lib/apus/Doc?id=10048789
o The connections between language and reading disabilities [electronic resource] / edited by Hugh W. Catts, Alan G. Kamhi. ; Mahwah, N.J. ;
London : ; L. Erlbaum Associates, ; 2005. ; http://site.ebrary.com/lib/apus/Doc?id=10106620
o Best practices in literacy instruction [electronic resource] / Linda B. Gambrell, Lesley Mandel Morrow, Michael Pressley, editors ; foreword
by John T. Guthrie. ; New York : ; Guilford Press, ; c2007. ; http://site.ebrary.com/lib/apus/Doc?id=10188991
o Booktalks, bookwalks, and read-alouds [electronic resource] : promoting the best new children's literature across the elementary
curriculum / Rosanne J. Blass. ; Blass, Rosanne J., 1937- ; Westport, CT : ; Libraries Unlimited, ; 2002. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bookid=80800
o Bridging the literacy achievement gap, grades 4-12 [electronic resource] / edited by Dorothy S. Strickland and Donna Alvermann ;
foreword by Ronald F. Ferguson. ; New York : ; Teachers College Press, ; c2004. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bookid=158430
o Building background knowledge for academic achievement [electronic resource] : research on what works in schools / Robert J. Marzano.
; Marzano, Robert J. ; Alexandria, VA : ; Association for Supervision and Curriculum Development, ; 2004. ;
http://site.ebrary.com/lib/apus/Doc?id=10065775
o Caldecott on the Net [electronic resource] : reading & Internet activities / Ru Story-Huffman. ; Story-Huffman, Ru, 1959- ; Fort Atkinson, Wis. :
; Upstart Books, ; c2002. ; http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bookid=72924
o Deconstructing penguins [electronic resource] : parents, kids, and the bond of reading / Lawrence and Nancy Goldstone. ; Goldstone,
Lawrence, 1947- ; New York : ; Ballantine Books, ; c2005. http://site.ebrary.com/lib/apus/Doc?id=10081872
o Differently literate [electronic resource] : boys, girls and the schooling of literacy / Elaine Millard. ; Millard, Elaine. ; London ; Washington, DC
: ; Falmer Press, ; 1997. ; http://site.ebrary.com/lib/apus/Doc?id=10057174
o Dyslexia and literacy [electronic resource] : theory and practice / edited by Gavin Reid and Janice Wearmouth. ; Chichester, West Sussex ;
Hoboken, N.J. : ; J. Wiley & Sons, ; c2002. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bookid=82793
o Foundations of reading acquisition and dyslexia [electronic resource] : implications for early intervention / edited by Benita A. Blachman. ;
Mahwah, N.J. : ; L. Erlbaum Associates, ; 1997. ;
http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bookid=21053
o E-literature for children [electronic resource] : enhancing digital literacy learning / Len Unsworth. ; Unsworth, Len. ; London ; New York : ;
Routledge, ; 2006. ; http://ezproxy.apus.edu/login?url=http://www.netlibrary.com/urlapi.asp?action=summary&v=1&bookid=102659
o Exploring children's literature [electronic resource] : teaching the language and reading of fiction / Nikki Gamble and Sally Yates. ; Gamble,
Nikki. ; London : ; Paul Chapman Pub., ; 2002. http://site.ebrary.com/lib/apus/Doc?id=10076772
o The great curriculum debate [electronic resource] : how should we teach reading and math? / Tom Loveless, editor. ; Washington, D.C. : ;
Brookings Institution Press, ; c2001. ; http://site.ebrary.com/lib/apus/Doc?id=10026248
o How to develop children's early literacy [electronic resource] : a guide for professional carers and educators / Laurie Makin, Marian R.
Whitehead. ; Makin, Laurie. ; London : ; Paul Chapman, ; 2003. ; http://site.ebrary.com/lib/apus/Doc?id=10218187
o Literacy strategies for grades 4-12 [electronic resource] : reinforcing the threads of reading / Karen Tankersley. ; Tankersley, Karen, 1952- ;
Alexandria, Va. : ; Association for Supervision and Curriculum Development, ; c2005. ; http://site.ebrary.com/lib/apus/Doc?id=10083782
o Reading assessment and instruction for all learners [electronic resource] / edited by Jeanne Shay Schumm. ; New York, NY : ; Guilford
Press, ; 2006. ; http://site.ebrary.com/lib/apus/Doc?id=10172281
o Research-based methods of reading instruction, grades K-3 [electronic resource] / Sharon Vaughn and Sylvia Linan-Thompson. ; Vaughn,
Sharon, 1952- ; Alexandria, VA : ; Association for Supervision and Curriculum Development, ; 2004. ;
http://site.ebrary.com/lib/apus/Doc?id=10065765
o The young child's memory for words [electronic resource] : developing first and second language and literacy / Daniel R. Meier. ; Meier,
Daniel R. ; New York Teachers College Press, ; c2004. ;
http://ezproxy.apus.edu/login?urlhttp://www.netlibrary.com/urlapi.asp?action=summary&v=1&bookid=163124
Journal articles
o Differentiating the neural response to intervention in children with developmental dyslexia
Timothy N Odegard, Jeremiah Ring, Stephanie Smith, John Biggan, Jeff Black. Annals of Dyslexia. Baltimore: Jun 2008. Vol. 58, Iss. 1; p. 1 (14
pages)
http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=1512367551&sid=3&Fmt=3&clientId=62546&RQT=309&VName=PQD
o An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties
Carolyn A Denton, Jack M Fletcher, Jason L Anthony, David J Francis. Journal of Learning Disabilities. Austin: Sep/Oct 2006. Vol. 39, Iss. 5; p. 447
(20 pages)
http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=1134779601&sid=7&Fmt=3&clientId=62546&RQT=309&VName=PQD
o Fostering literacy through understanding brain mechanisms
McCandliss, Bruce D, Posner, Michael I. Education Canada. Toronto: Spring 2003. Vol. 43, Iss. 2
http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=545452441&sid=9&Fmt=3&clientId=62546&RQT=309&VName=PQD
o "On the Psycholinguistic Method of Teaching Reading" Revisited
Frank Smith, Kenneth S Goodman. Language Arts. Urbana: Sep 2008. Vol. 86, Iss. 1; p. 61 (5 pages)
http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=1568438581&sid=12&Fmt=3&clientId=62546&RQT=309&VName=PQD
o Clarifying Differences Between Reading Skills and Reading Strategies
Peter Afflerbach, P David Pearson, Scott G Paris. The Reading Teacher. Newark: Feb 2008. Vol. 61, Iss. 5; p. 364 (10 pages)
http://ezproxy.apus.edu/login?url=http://proquest.umi.com/pqdweb?did=1427782811&sid=15&Fmt=3&clientId=62546&RQT=309&VName=PQD
8
Media: Laboratory/Simulation/Video Resources (Open and Deep Web)
o Reading Rockets. http://www.readingrockets.org
o A Tale of Two Schools: A Reading Rockets Special http://www.pbs.org/weta/twoschools/
o Free Reading Videos. http://www.flvs.net/FLVS_library/resources/literacy.htm
o Reading to Young Children. http://www.about.com/children’s books/reading.htm
o Resource: Teaching Reading K-2 Workshop www.learner.org/resources/series175.html
o Hennepin County Library – Birth to 6 – Early Literacy. www.hclib.org/BirthTo6/readtome/index.cfm
o YouTube (search: “Reading and Teaching”). http://www.youtube.com
Online Library
o Guide to Grammar and Writing: http://grammar.ccc.commnet.edu/grammar
o Study Skills Self-Help Information: http://www.ucc.vt.edu/stdysk/stdyhlp.html
o Online Library (click) Tutorial and Student Studies Center (click) GENERAL STUDY SKILLS
o Copyright. http://www.copyright.cornell.edu/public_domain/
o Purdue's Online Writing Lab (OWL): http://owl.english.purdue.edu/owl/ . (only covers APA and MLA styles; includes copyright information)
Textbooks (Licensed to Students—CMM adds)
o EDUC610 – no ebook available for assigned text:
Honig, B., Diamond, L., Cole, C. L., & Gutlohn, L. (2008). Teaching reading sourcebook: For all educators working to improve reading achievement.
CORE literacy library. Novato, Calif: Arena Press.
Specific Suggestions
o The National Reading Panel Report; www.learningpt.org/pdfs/literacy/nationalreading.pdf
o National Reading Panel; www.nichol.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
o What is Scientifically Based Research; www.nifl.gov/nifl/publications.html
o Reading First: the Research Building Blocks for Teaching Children to Read, Partnership in Reading;
www.nifl.gov/partnershipforread/publications
o Guys Read. http://us.penguingroup.com/static/packages/us/yreaders/guysread/
o Western/Pacific LINCS. http://literacynet.org/lincs/
o Florida's Middle School Reading Coaches. What Do They Do? Are They Effective?
http://www.rand.org/pubs/research_briefs/2008/RAND_RB9374.pdf
Government
o Reading First focuses on proven methods of early reading instruction. www.ed.gov/programs/readingfirst/
o Reading - Improve Student Performance - Teachers - ED.gov. www.ed.gov/teachers/how/read/edpicks.jhtml
o Reading Resources - Help My Child Read - Parents - ED.gov. www.ed.gov/parents/read/resources/edpicks.jhtml
o NAEP - Scheduled Reading Assessments, Past Results, Trends, Methods. nces.ed.gov/nationsreportcard/reading/
o Early Reading First. www.ed.gov/programs/earlyreading/index.html
o Reading First Impact Study Final Report. http://ies.ed.gov/ncee/pubs/20094038.asp
Case Studies
o A case study of middle school reading disability
http://scholar.google.com/scholar?hl=en&q=author:%22Morris%22+intitle:%22A+case+study+of+middle+school+reading+disability%22+&um=1&ie=U
TF-8&oi=scholarr
o Guided Reading at Lindisfarne North: http://wwwfp.education.tas.gov.au/english/guide.htm
o Early Reading Programs in High-Poverty Schools: A Case Study of Beating the Odds. Reading Teacher, v54 n6 p616-19 Mar 2001
o Reading Rockets. http://www.readingrockets.org/atoz Excellent Resource
o Reading Case Studies. http://departments.weber.edu/teachall/reading/cases/readcss.html
o Case Studies. http://teams.lacoe.edu/reading/cases/cases.html
o Reading instruction for students with disabilities. http://www.emstac.org/registered/topics/reading/case.htm
o Student Compliance with Assigned Reading: A Case Study. http://www.iupui.edu/~josotl/VOL_6/NO_2/V6N2BrostFinal.pdf
B. Open Web
Trusted Web Sites (Open Web, include Associations, Universities…)
o Phonemic Awareness: What Does It Mean? http://www.educationnews.org/Phonemics/phonemic_awareness_what_does_it_.htm
o National Association for the Education of Young Children. Phonics and Whole Language Learning: A Balanced Approach to Beginning Reading.
http://www.naeyc.org/ece/1996/13.asp
o International Reading Association (IRA). http://www.reading.org/
o Literacy Center. http://www.literacycenter.net/
o Literacy.org Literacy.org
o National Reading Panel (NRP). http://www.nationalreadingpanel.org/
o Read Write Think http://readwritethink.org/
o Reading and Language Arts Resources on the Internet http://georgesuttle.com/presentations/MSRC/index.shtml
o Reading on the Rise. http://www.arts.gov/research/ReadingonRise.pdf
Sample Syllabuses
o Free-Reading Free-Reading. http://www.free-reading.net/
o Reading Rockets. http://www.readingrockets.org/atoz Excellent Resource
o EDUC6550 - Research for the Classroom Teacher. http://ocw.usu.edu/education/research-for-the-classroom-teacher
o Read Write Think http://readwritethink.org/
o A to Z Teacher Stuff http://atozteacherstuff.com/
o Homework Help: Reading and Writing. http://kids.aol.com/homework-help/junior/language-arts
o Open Learn. Reading. http://www3.open.ac.uk/sitesearch/bin/search.dll?SEARCH Search READING
o Free Reading. http://free-reading.net/index.php?title=Main_Page
o Florida Virtual Schools. Literacy Resources. http://www.flvs.net/FLVS_library/resources/literacy.htm
Listservs/Discussion groups/Blogs/Social Networking
o KY Teachers of Reading and Literacy. http://www.lsoft.com/scripts/wl.exe?SL1=KYREAD&H=LSV.UKY.EDU
o READING-L@LISTSERV.INDIANA.EDU http://www.lsoft.com/scripts/wl.exe?SL1=READING
o Archives of LIBREF-L@LISTSERV.KENT.EDU http://listserv.kent.edu/cgi-bin/wa.exe
o Child Lit. http://www.rci.rutgers.edu/~mjoseph/childlit/about.html
o Readerville. http://journal.readerville.com/
o Tile.Net Lists: The Reference to Internet Discussion and Information Lists. http://tile.net/lists/
o http://secondlifegrid.net/slfe/education-use-virtual-world#more
o http://secondlifegrid.net/slfe/education-use-virtual-world
o Rockcliffe – developing educational resources in SL http://www.urockcliffe.com/
o Reading Rockets. http://www.readingrockets.org/atoz