ALABAMA STATE UNIVERSITY
COLLEGE OF EDUCATION
SYLLABUS
FOR
COURSE NAME:
READING AND LANGUAGE DEVELOPMENT
COURSE NUMBER:
REA 373
DESCRIPTION:
This course is designed to investigate the overall
relationship that exists between reading as a
development process and language as an intricate
part of that process. Patterns of speech in young children,
experiential background, and reading readiness activities will
be important issues in this course. The emphases on
scientifically-based reading research and its influence on
instructional practices for P-3 grade levels will be the focus
of this course.
CREDIT HOURS:
3 Semester Hours
INSTRUCTOR:
Parichart G. Thornton, Assistant Professor
TELEPHONE:
(334) 229-4766 or (334) 229-4485
OFFICE:
Councill Hall 209
OFFICE HOURS:
As Posted
ATTENDANCE POLICY:
See UNIVERSITY UNDERGRADUATE CATALOG
AMERICANS WITH
DISABILITY ACT:
Any student(s) requiring alternative format for
testing and/or handouts for this course, or other type
of accommodation due to a handicapping condition, should
advise the instructor within the first week of class.
Prepared by:
___________________________________________
Parichart G. Thornton
Date
Approved by:
___________________________________________
Department Chair
Date
___________________________________________
Dean
Date
REVISED: 06/2007
PURPOSE OF THE COURSE
This course, Reading and Language Development, provides opportunities to focus on knowledge that
prospective teachers must acquire in order to ensure that they develop into effective instructional
practitioners who are able to teach young children in various instructional settings. Reading instruction is
currently undergoing subtle but definite changes to include the findings from scientifically-based reading
research. By examining established practices, approaches and techniques, as well as current research in the
field of reading education, this course will provide students the opportunity to develop skills and strategies
necessary to enhance and support their students' abilities and desires to read. This course will also examine
instructional practices for the English Language Learner. Consistent with the College Of Education
Conceptual Framework Model, "Educator as a Decision Maker, " this course aims to give students both
theoretical information and practical experience through working with and observing public school
students and teachers and reflecting on these experiences in order to arrive at their educational philosophy.
This course aims to provide each of the candidates with opportunities to develop the knowledge, skills, and
dispositions required to grow into an Educator as Decision Maker.
COURSE CONTENT
The content of this course will examine and focus on effective practices to teach the emergent to early
readers using language as the vehicle for learning to read. This course will especially emphasize the
importance of scientifically-based reading research impact on instructional procedures. Therefore, the goal
of this class will be to develop classroom teachers that are highly skilled in employing systematic and
explicit instruction in the following areas:
(a) extending and developing the learner's language skills
(b) extending and developing phonological and phonemic awareness
(c) developing and extending the learner's knowledge of the alphabetic principle and phonics
(d) developing and extending the learner's vocabulary
(e) developing and improving the learner's fluency and understanding its relationship to
comprehension and to the reading process
(f) developing and refining the learner's comprehension strategies
(g) recognizing and learning how to use assessment to inform instruction for screening, progress,
monitoring, and optional reading outcomes
(h) learning and managing various instructional format to include small groups, whole groups,
mixed ability group, and one-on-one
(i) learning and managing effective intervention for the struggling reader
(j) learning and managing activities for the diverse language learner
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OBJECTIVES
As a result of reading peer-reviewed literature, class discussions, demonstration, field experience and
active participation in this course with special emphasis on scientifically-based reading research students
will:
1. Knowledge of research and theory underpinning effective teaching and learning. 290-3-3.04(2)(c)4.(i)**
2. Knowledge of a wide range of research-based instructional strategies and the advantages and
disadvantages associated with each. 290-3-3-04(2)(c)4.(ii)**
3. Knowledge of standard oral and written communications. 290-3-3-04(3)(c)1.(i)
4. Knowledge of the impact of native language and linguistic background on language acquisition.
290-3-3-04(3)(c)1.(ii)**
5. Knowledge of media communication technologies that enrich learning opportunities. 290-3-304(3)(c)1.(iii)***
6. Ability to model appropriate oral and written communications. 290-3-3-04(3)(c)1.(iii)
7. Knowledge of strategies associated with accelerated, highly specialized, explicit instruction in
phonemic awareness, phonics, fluency, vocabulary, and comprehension that significantly
expands and increases students’ pace of learning and competence in reading, writing, speaking,
listening. 290-3-3-04(3)(c)2.(i)**
8. Knowledge of assessment tools to monitor the acquisition of reading strategies, to improve
reading instruction, and to identify students who require additional instruction.290-3-304(3)(c)2.(ii)**
9. Ability to integrate reading instruction into all content areas that one teaches. 290-3-3- 04(3)(c)2.(iii)**
10. Ability to stimulate interest in and foster appreciation for the written word, promote reading
growth, and increase the motivation of students to read widely and independently for information
and pleasure. 290-3-3- 04(3)(c)2.(iv)*
11. Knowledge of a range of professional literature, particularly resources that relate to one’s own teaching
field(s). 290-3-3- 04(5)(c)2.(i)***
12. Knowledge of current and emerging state initiatives and programs including, but not limited to,
the Alabama Reading Initiative (ARI); the Alabama Math, Science, and Technology Initiative
(AMSTI); Alabama Learning Exchange (ALEX); and Alabama Connecting Classrooms,
Educators and Students Statewide (ACCESS) and their relationship to student achievement.
290-3-3- 04(5)(c)3.(i)***
13. Ability to participate in school improvement planning by working collaboratively with teams
focused on specific improvement initiatives. 290-3-3- 04(5)(c)4.(iii)**
14. Ability to assume increased leadership responsibility in school, district, and state improvement
initiatives over the course of one’s professional career. 290-3-3- 04(5)(c)4.(iv)**
NOTE:
The following symbols are used to indicate what characteristics of Educator as a Decision Maker are
emphasized in each content or objective statements:
*= change agent * * = reflective practitioner * * * = lifelong learner
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EVALUATION AND MINIMUM STANDARDS
Objectives 1-5 and 7-8 will be evaluated on the basis of topic tests, a mid-term examination, and a
final examination. The topic tests covering specific chapters from the textbook and supplementary
materials will be worth 100 points. The mid- term and final examination will each be with 100 points. The
topic tests, mid- term examination and final examination will be comprised of objective and essay
questions. To pass Objectives 1-5 and 7-8, a student must score at least 70% for each of the objectives.
Objective 9 will be evaluated on the completion of a ten-hour field experience in an actual school
setting, and a written experience log. To pass this objective, a candidate must score 35 points out of a
possible 50 points (see format) as well as a passing grade from the cooperating teacher.
Objective 10 will be met upon the completion of 5 literacy learning activities. Each literacy
learning activity will be worth 20 points each. To pass this objective, students must score at least 70% for
each of the objectives.
Objectives 11 and 12 will be evaluated upon the submission of a Literacy Binder which includes
the Alabama Reading Initiative’s (ARI) guide to explicit and systematic reading instruction, Put Reading
First, and reflections regarding Scientifically Based Reading Research articles . To pass these objectives, a
student must score at least 70 points out of a possible 100.
Objectives 13 and 14 will be evaluated on the completion of 3 Web Quest tasks. To pass this
objective, a candidate must score 170 points out of a possible 200 points.
GRADING
For a grade of "A", a student must pass all objectives with a composite score of 800-900 points.
For a grade of "B", a student must pass all objectives, with a composite score of 700-799 points.
For a grade of "C", a student must pass all objectives, with a composite score of 600-699 points.
A grade of "D" will be assigned with a composite score of 500-599 points.
A grade of "F" will be assigned with a composite score of 499 or less.
EVALUATION SCALE
2 topic tests @100 points
1 mid-semester exam
1 final exam
5 literacy learning activities @ 20 points
Literacy Binder
Web Quest
Pre-Clinical Experience Evaluation
Classroom participation and effort
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200 points
100 points
100 points
100 points
100 points
200 points
50 points
50 points
900 points
METHODS AND MATERIALS
A. METHODS
1.
2.
3.
4.
5.
Lectures and demonstrations by professor
Class discussions
Web Quest
Literacy Learning Activities
Pre-Clinical Experience
B. MATERIALS
1. Course Textbook
2. Selected readings from course bibliography
3. Audio-visual materials
MAKE-UP OUIZ OR EXAMINATION
There will be no make-up quizzes or examinations under normal circumstances.
ABSENCES
Each student is expected to attend all lectures, seminars, laboratories, and fieldwork for this course,
including the first class session, in order to verify registration with the instructor, and to complete all
work assigned for the course.
The Office of Student Affairs grants official excuses or authorizes for university activities, verified
personal illnesses or deaths in the immediate family. Candidates should understand that absences might
jeopardize their grades. For more information refer to the Alabama State University’s undergraduate
handbook.
COURSE REOUIREMENTS PROJECTS/ASSIGNMENTS
For any project or assignment listed in the course syllabus that is turned in past the stipulated due date,
there will be ten points deducted per day from the total points earned for the project or assignment.
TEXTBOOK
Nettles, Diane Hood (2005). Comprehensive Literacy Instruction in Today’s Classrooms:The Whole,
the Parts, and the Heart. Boston. Allyn and Bacon.
Supplemental Resources:
Activities to Implement the Pre-Kindergarten Curriculum Guidelines. (2002). University of Texas
Center for Reading and Language Arts. University of Texas System/Texas Education Agency.
Newman, Susan. (2001). National Reading Panel. Put reading first: the research building blocks for
teaching students to read.
The University of Texas Center for Reading and Language Arts Resources, Austin, Texas: 3 Tier
Reading Model.
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