RDGED 701 Developmental Reading K-12
Online Course 3 semester hours graduate credit
Instructor: Dr. Paula Harms
Summer: June 5 - August 18, 2017
Instructor: Dr. Paula Harms
Summer: June 5 - August 18, 2017
Who should enroll?
This course is designed for
- classroom teachers
- Title I
- reading interventionists
- special education teachers
- reading specialists
- school psychologists
- curriculum directors
You Will Learn
Evidence-based instructional practices to promote
- word recognition
- fluency
- comprehension
- phonics instruction
- procedures to assess children's development as they move from emergent literacy to learning to read and into the reading to learn stage
- the influence of research upon teaching procedures and the selection and use of reading materials for instruction
Course Description:
Concepts, methods, research, and historical developments that form the foundations of teaching reading. Pedagogical considerations, including general conditions for learning to read and write; developmental phases of reading; principles of good reading instruction; development of a personal philosophy about teaching reading as a reflective practitioner.
Concepts, methods, research, and historical developments that form the foundations of teaching reading. Pedagogical considerations, including general conditions for learning to read and write; developmental phases of reading; principles of good reading instruction; development of a personal philosophy about teaching reading as a reflective practitioner.
This class will provide a broad understanding of the processes by which students learn to read and write within the context of today's diverse learning communities.
Enroll in this course to meet your goals for
- professional development
- license renewal
- graduate credit electives
- transfer the credit to another university or reading certification program
- refresher course
- reading teacher certification
This is one of the required courses for individuals pursuing reading teacher certification, WI 316.
Textbooks
Readings will be assigned from all of the following textbooks:
- Purchase this paperback:
Blevins, W. (2006). Phonics from A-Z. (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3 Available from amazon.com - Free download: National Institute for Literacy (NIFL) booklet entitled: Put reading first: The research building blocks for teaching children to read
Download and print 56 pg. booklet color PDF (1.25 MB) - An e-textbook will be provided after you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with smartphones, an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Temple, C., Ogle, D., Crawford, A., Freppon, P. (2014). All children read - teaching for literacy in today’s diverse classrooms (4th ed.). Boston, MA: Pearson Allyn Bacon. ISBN-13: 9780133066821
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from http://www.mypearsonstore.com or by telephone 1-800-922-0579, or order online from amazon.com
Be sure to allow for delivery time, and note the ISBN number and 4th edition.
Learning Outcomes
Upon completion of this course, students will be able to:
- Analyze the major theories of language development, cognition, and learning.
- Demonstrate an understanding of phonemic, morphemic, semantic, syntactic, and pragmatic cueing systems and their relation to the reading and writing process.
- Identify research-based instructional and assessment practices for promoting literacy development of beginning, developing and fluent readers and writers.
- Evaluate methods and materials that embrace and accept diversity.
- Summarize the effectiveness of instructional and information technologies to support literacy learning
Alignment with State and National Reading Standards
Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure, International Literacy Association's Standards for Reading Professionals (IRA 2010), and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)
Wisconsin Standards for Teacher Development and Licensure, International Literacy Association's Standards for Reading Professionals (IRA 2010), and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)
No travel to campus is required.
This class is asynchronous and open to you 24/7. Participate from your home or work computer during hours that are best for your work and family schedule.
Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.
This class is a valuable first step for those interested in exploring a career as a reading teacher.
Sign Up Soon!
Register online
The university reserves the right to cancel classes that do not meet minimum enrollment requirements.
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