Foundations of Reading Instruction
LTCY 519
Fall 2002


Frequently Asked Questions

Instructor:    Dr. Sherry W. Powers
Office:               119 Tate Page Hall
Office phone:     (270) 745-4452
FAX:                   (270) 745-6474
Homepage:   http://edtech.tph.wku.edu/~spowers/
E-mail:    sherry.powers@wku.edu
 
 

Required Textbooks (2):
 

  Au, K.H. (1993). Literacy instruction in multicultural settings. NY: Harcourt Brace College Publishers.
 

  Gambrell, L.B., Morrow, L.M., Neuman, S.B., & Pressley, M. (1999). Best practices in literacy
                               instruction. NY: Guilford.

Prerequisites: None

Course Description: Analysis of the reading and writing process with emphasis on the psychological and physiological foundations of the reading act.

Course Rationale: This course provides the graduate student in education a rudimentary study of the foundations of reading and writing instruction. This experience will expand students' understanding on the reading process.

Course Objectives & Outcomes:
This course is specifically designed to enable the graduate students in education to:
 

ETS
ASRP
Core Objectives
Assessment
ETS I
ASRPI
 Participates in professional organizations and activities Professional development project
ETS I
ASPR VI
 Writes and speaks effectively Reflective Journal
Research Paper
Oral Presentation
Assignments
ETS I
ASRP V
 Development of curriculum and instructional materials Project
Paper
ETS I
 Develops educational projects Project
Paper
ETS II
ASRP III, VI
 Communicates content knowledge Oral Presentation
Paper
ETS II
ASRP III
 Communicates a current knowledge of discipline Test 
Paper
ETS II
ASRP VI
 Knowledge of discipline to teach to students’ learning styles Test
ETS VIII
ASRP IV
 Uses different school and community resources Reflective Journal
Reaction Paper
Research Paper
ETS IX
ASRP I
 Establishes priorities for professional growth; appreciates professional journals Reflective Journals 
Paper
ASRP I
 1.  Reading is a complex, interactive, & constructive process
a) Recognizes the importance of using a wide variety of print materials for learning		 Test
Reflective journals
Reaction paper
Research paper
ASRP I
 b) Develops knowledge of varied instructional approaches for reading and writing Test
Reflective journals
Reaction paper
Research paper
ASRP I
 c) Appreciates the importance of oral language in the development of reading and writing Test
Reflective journals
Reaction paper
Research paper
ASRP II
  • Language development, cognition, and learning:

    • a) Is aware of the linguistic, sociological, cultural, cognitive and psychological bases of reading and writing processes    		 Test
    Reflective journals
    Reaction paper
    Research paper
    ASRP II
    		 b) Is aware of the impact of physical, emotional, social, cultural, environmental, and intellectual factors on learning, language development, reading, and writing Test
    Reflective journals
    Reaction paper
    Research paper
    ASRP III
  • Knowledge of the reading and writing process

    • a) Understands the role of experience and prior knowledge in learning new knowledge    		 Test
    ASRP III
    		 b) Understand the relationship of phonemic, morphemic, semantic, and syntactic systems of language to the reading process Test
    ASRP III
    		 c) Understands the role of metacognition in reading Test
    ASRP III
    		 d) Understands the role of models of thought that operate in the reading process Test
    ASRP III
    		 e) Understands the nature and multiple causes of reading disabilities Test
    ASRP III
    		 f) Is able to explain and model various word recognition, vocabulary and comprehension strategies used by fluent readers Test
    ASRP III
    		 g) Has knowledge of emergent and the sorts of experiences that support literacy Test
    ASRP IV
    		 4) Creating a literate environment (a) Promotes the development of a literate environment that fosters interest and growth in all aspects of literacy Test, Reflective Journal
    ASRP IV
    		 b) Provides purposes for reading/writing, to experience reading/writing as relevant to themselves and to write and have their writing responded to in a positive way Test, Reflective Journal
    ASRP V
    		 5) Organizing and planning for effective instruction (a) Understands how factors such as content, purpose, tasks and settings influence the reading process Test, Reflective Journal
    ASRP V
    		 b) Understands the influence of cultural, ethnic, and linguistic backgrounds on the reading writing process Test, Reflective Journal
    ASRP V
    		 c) Understands the interactive nature and multiple causes of reading difficulties Test, Reflective Journal
    ASRP VI
    		 a) Students learn and apply comprehension strategies for a variety of purposes Test, Reflective Journal, Reaction Paper, Research Paper
    ASRP VI
    		 b) Learn and apply reading comprehension strategies in the content areas Test, Reaction Paper 
    ASRP VI
    		 c) Teaches word recognition through the use of context, word analysis, and syntactic cueing strategies Test, Reaction Paper, Reflective Journal, Research Paper
    ASRP VI
    		 d) Students analyze information presented in a variety of print materials Reflective Journal, Reaction Paper, Research Paper
    ASRP VI
    		 e) Students connect prior knowledge with new information Test, Reaction Paper, Reflective Journal, Research Paper
    ASRP VI
    		 f) Students learn strategies to develop vocabulary Test, Reflective Journal
    ASRP VI
    		 g) Students monitor their comprehension Reflective Journal

     

    Course Requirements and Evaluations

    Professionalism, Attendance, Participation, Collegiality (20 points)

    Attendance and participation in class are mandatory! This also includes punctuality, participation, collegiality, effort, etc. More than one unexcused absence for the course may result in the lowering of your final grade. If you miss a class you are responsible for the work missed. Two unexcused tardies (arriving late or leaving early) in class amount to one unexcused absence from class. A formal doctor’s excuse must be presented to the instructor for excused absences from class.

    Assignments

    It is expected that ALL assignments will be submitted on their due dates. Late assignments will be penalized 20% of their possible point value if submitted within two consecutive days of their due date. Further penalties will be assessed for assignments turned in beyond that point. During the semester a date will be announced in class stating the last day in which late work can be submitted for a grade in the course. This policy is instituted primarily to prevent students from becoming overloaded at the end of the semester.

    It is expected that you will read and reflect on required course readings prior to each specific class session. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners strategies for reading in the content areas.  NOTE:  All assignments will be graded for content and mechanics.

    Keep a copy of all assignments. If an assignment is lost, the burden of proof that you completed the assignment rests with you.

    Evaluation and Grade Assignment

    Assessment will include written assignments, cognitive tests, performance events, and evaluation of student plans for reading instruction. The student must achieve minimum competency, otherwise the course must be repeated.

    Final grade LTCY 519 will be based on a 315 point scale:

    Grade        PercentagePoints

    A                93-100%             292-315

    B                 85-92%             267-291

    C                 77-84%             242-266

    D                 70-76%             220-241

    F                 69% or below     219 or below
     
     

    Article Critiques (35 points each; 70 points total)

    Students will engage in self-selected readings from professional educational journals within the last eight years (1994-2002) and write critiques of two articles. You must select an article that is not listed for the required course readings. A Xerox copy of the article must be attached to each critique. The critiques are to be typed in 12 font, double spaced, cited (using APA style), and should be limited to no more than three double-spaced typed pages. A list of suggested journals is provided in the syllabus.

    Article Critique Topics:

    Article critique #1 topic: Reading instruction (comprehension, word recognition, vocabulary development, reading in the content areas)

    Article critique #2 topic: Multicultural education/cultural diversity and reading instruction

    Critiques are to include:

    Journals (approved journals to use for selecting articles for article critiques):

    Reading Research Quarterly                                               Language Arts Reading Improvement

    Journal for Adolescent and Adult Literacy                         The Reading Teacher English Journal

    Journal for Literacy Research Reading Horizons               Urban Education

    Reading Research and Instruction                                       Reading Psychology

    Journal of Reading Behavior                                                 Journal of Negro Education

    Action in Teacher Education                                                 Harvard Educational Review

    Journal of Reading                                                                 Journal of Teacher Education

    Educational Researcher                                                         Review of Educational Research

    The Instructor, Teacher Magazine,  Reading Today and the Clearing House will not be acceptable for these article critiques. These are not peer reviewed professional educational research journals. The instructor must approve articles used from sources not listed above.

    Example of APA format:

    McCallum, R. (1998). Don’t throw the basal out wit the bath water. The Reading Teacher, 42 (3), 204-208.

    OR

    Irvin, J., & Connors, N. (1989). Reading instruction in middle level schools: Results of a U.S. survey. Journal of Reading,
        32(4), 306-311.
     

    Plagiarism Policy:
    To represent ideas or interpretations taken from another source as one's own is plagiarism.  Plagiarism is a serious offense.  The academic work of students must be their own.  Students must give the author(s) credit for any source material used.  To lift content directly from a source without giving credit is a flagrant act.  To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism.
     

    Dialogue Journal Response  (30 points total)

    To facilitate students’ ability to become reflective educators, decision makers, and to construct meaning for an understanding of the interrelationships and application of educational theory into classroom practices students will complete one journal entry responding to the assigned prompt.  The purpose of this assignment is to allow students to reflect, explore and dialogue with the university instructor concerning topics and issues discussed in class or as these issues relate to the experiences of the student. Students should consider the following format for each entry in the written response but are not limited to this:


      Prompt:
      Research documents that a high percentage of students from non-mainstream backgrounds do not experience the same success in school as their European-American counterparts.  The same lack of achievement in school, especially in the area of literacy achievement, is true for students from low socio-economic backgrounds.  (Some of this research is cited in your course texts.)  Why do you think that schools are generally successful with students from mainstream backgrounds, but frequently unsuccessful with students from diverse cultural backgrounds?  How might educators be involved in changing this trend?  Connect and support your ideas with course readings, scholarly research, professional observations and personal experiences.
       

    Non-Traditional Book Presentation (paper = 40 points; presentation & visual = 35 points; 75 points total)

    Choose one professional book that focuses on the topic and/or issues of literacy instruction in the classroom. Prepare a non-traditional book report to present to the class. (This is more than standing up and telling about your book!)  This includes the preparation of handout and a visual product that will be used in your class presentation.  A two to three page typed critique and reflection paper with a complete APA citation of the book is required. Use the article critique guideline/criteria in writing your reaction paper. A suggested list of books is provided in the syllabus. The instructor must approve any book selected not included on the following list.

    Suggested Reading List:

    Allington, R.L. (2001).  What really matters for struggling readers:  Designing research-based programs.  NY:
        Addison-Wesley Longman.

    Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.

    Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. New Jersey: Boynton/Cook.

    Atwell, N. (1990). Coming to know: Writing to learn in the intermediate grades. NH: Heinemann.

    Calkins, L.C. (2001).  The art of teaching reading.  NY:  Addison-Wesley Longman.

    Calkins, L.C. (1994). The art of teaching writing. (2nd edition).  NH: Heinemann.

    Cazden, C.B. (1988). Classroom discourse: The language of teaching and learning. NH: Heinemann.

    Coles, G. (2000).  Misreading reading:  The bad science that hurts children.  NY:  Heinemann.

    Cullinan, B.E. (1987). Children’s literature in the reading program. Delaware: International Reading Association.

    Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. CA: Jossey-Bass Publishers.

    Delpit, L. (1994). Other people’s children: Cultural conflict in the classroom. NY: New Press.

    Dewey, J. (1916 or 1966). Democracy and education: An introduction to the philosophy of education.  NY: Macmillan.

    Durkin, D. (1966). Children who read early: Two longitudinal studies. NY: Teacher’s College Press.

    Freire, P., & Macedo, D. (1987).  Literacy:  Reading the word and the world.  Westport, CT:  Greenwood Publishing
        Group, Inc.

    Ford, D.Y., & Harris, J.J. (1999). Multicultural gifted education. IN: Kappa Delta Pi.

    Garan, E.M. (2002).  Resisting reading mandates:  How to triumph with the truth. NH:  Heinmann.

    Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.

    Graves, D.H. (1983). Writing: Teachers and children at work. NH: Heinemann.

    Heath, S.B. (1983). Ways with words: Language, life, and work in communities and classrooms. NY: Cambridge
        University Press.

    Hicks, D. (2002).  Reading lives:  Working-class children and literacy learning.  NY:  Teachers College Press.

    Howard, G.R. (1999).  We can't teach what we don't know:  White teachers, multiracial schools.  NY:  College Teachers
    Press.

    Kozol, J. (2000).  Ordinary resurrections:  Children in the years of hope.  NY:  Perennial.

    Kozol, J. (1995). Amazing grace: The lives of children and the conscience of a nation. NY: Harper Collins Publishers.

    Kozol, J. (1991). Savage inequalities: Children in America’s schools. NY: Harper Collins Publishers.

    Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. CA: Jossey-Bass
        Publishers.

    May, F.B. (2001).  Unraveling the seven myths of reading:  Assessment and intervention practices for counteracting
        their effect.  MA:  Allyn and Bacon.

    Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. NY: Teacher’s College Press.

    Oakes, J. (1985). Keeping track: How schools structure inequality. NY: Yale University Press.

    Opitz, M.F. (1998).  Literacy instruction for culturally and linguistically diverse students.  Delaware:  International
        Reading Association.

    Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman
        and Littlefield.

    Pressley, M., Allington, R.L., Wharton-McDonald, R., Block, C.C., Morrow, L.M. (2001).  Learning to read:  Lessons
        from exemplary first-grade classrooms. NY:  Guilford Publications, Inc.

    Purcell-Gates, V. (1993). Other people’s words: The cycle of low literacy. MA: Harvard University Press.

    Roser, N.L., & Martinez, M.G. (1995). Book talk and beyond: Children and teachers respond to literature. Delaware:
        International Reading Association.

    Henkin, R. (1998).  Who's invited to share? NH:  Heinemann.

    Schmidt, P.R., & Mosenthal, P.B. (2001).  Reconceptualizing literacy in the new age of multiculturalism and pluralism.
    Greenwich, CT:  Information Age Publishing.

    Smitherman, G. (1977). Talkin’ and testifyin’: The language of Black America. MA: Houghton Mifflin.

    Tatum, B.D. (1997). "Why are all the Blacks kids sitting together in the cafeteria?" NY: Harper Collins Publishers.

    Tovani, C. (2000).  I read it, but I don't get it.  Portland, Maine:  Stenhouse Publishers.
     

    Literacy Autobiography (40 points)
    Students will compose a reflective literacy autobiography that includes the following components:

    Further information, discussion and criteria for the project will be provided by the professor during class.

    Technology Assignment (80 points)

    Work with a group to develop a WebQuest focusing on aspects of literacy.  Complete instructions for this
    assignment will be provided in class, until then you can begin to read about WebQuests by clicking HERE.

    Website Address: (for your resource file)

    Teacher-oriented sites:

    Kentucky Department of Education: http://www.kde.state.ky.us

    International Reading Association: http://www.reading.org

    Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown

    ERIC Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html

    Booklist (reviews): http://www.ala.org/booklist/

    Child-oriented sites:

    Kids on the Web: http://www.zen.org/~brendan/kids.html

    Jan Brett’s Home Page: http://www.janbrett.com

    Ann Arbor District Library Kid’s page: http://www.anarbor.lib.mi.us/kidspg/kidspgw.html

    K-12 English: http://www.ceismc.gatech.edu/BusyT/eng.html

    English literature and composition resources on the Internet: http://www.iat.unc.edu/guides/irg-30.html

    Supplementary Resources:

    Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.

    Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. New Jersey: Boynton/Cook.

    Delpit, L. (1994). Other people’s children: Cultural conflict in the classroom. NY: New Press.

    Dewey, J. (1916 or 1966). Democracy and education: An introduction to the philosophy of education. NY: Macmillan.

    Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.

    Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.

    Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. CA: Jossey-Bass
        Publishers.

    Oakes, J. (1985). Keeping track: How schools structure inequality. NY: Yale University Press.

    Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman
        and Littlefield.

    Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998). Secondary school literacy instruction: The content areas. Boston:
        Houghton Mifflin Company.

    Santa, C.M., & Alvermann, D.E. (1991). Science learning: Processes and applications. Delaware: International Reading
        Association.

    Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy and learning across the curriculum. New York:
        Harper Collins College Publishers.

    TENTATIVE COURSE CALENDAR
    LTCY 519
    Dr. Sherry W. Powers

    Fall 2002


    DATES
    TOPICS AND READINGS
    ASSIGNMENTS DUE
    August 20, 2002  (Tuesday) Course Overview
    An Expanded Definition of Literacy    		 .
    August 27, 2002 (Tuesday) Components of Balanced Literacy Instruction
    Au, ch. 1,2;
    Gambrell, et.al., ch. 1,2;    		 .
    September 3, 2002 (Tuesday). A Constructivist Model of Literacy Instruction
    Au, ch. 3,5;
    Gambrell, et.al., ch. 3,4;    		 .
    September 10, 2002 (Tuesday) Patterns of Interaction: Adjusting to Cultural Differences in Literacy Instruction
    Au, ch. 6,7;
    Gambrell, et.al., ch. 14, 15;    		 Article Critique #1 due
    September17, 2002 (Tuesday) Early Literacy Instruction:  Best Practices
    Gambrell, et.al., ch. 5, 9;    		 .
    September 24, 2002 (Tuesday) Adjusting to Differences in Literacy Instruction: Language & Curriculum
    Au, ch. 8,9;
    Gambrell, et.al., ch. 16, 17;    		 .Dialogue Journal Response due
    October 1, 2002 (Tuesday) Strategic Reading:  Comprehension
    Au, ch. 4;
    Gambrell, et.al., ch. 6, 7;    		 .
    October 8, 2002 (Tuesday) Using Literature in Literacy Instruction
    Au, ch. 11;
    Gambrell, et.al., ch. 8;    		 Article Critique #2 due
    October 15, 2002 (Tuesday) Reading & Writing Processes
    Au, ch. 10, 11;
    Gambrell, et.al., ch. 10, 12;    		 .
    October 22, 2002 (Tuesday) Planning for Intelligence Fair Literacy Instruction & Assessment Gambrell, et.al., ch. 13;  .
    October 29, 2002 (Tuesday) Reading in the Content Area
    Gambrell, et.al., ch. 11;    		 Literacy Autobiography due
    November 5, 2002 (Tuesday) Use of Technology in Literacy Instruction
    Gambrell, et.al., ch. 18;    		 .
    November 12, 2002 (Tuesday) Non-Traditional Book Presentations Book Critique and Reflection Paper due; Visual and handout due with presentation;
    November 19, 2002 (Tuesday) Non-Traditional Book Presentations Visual and handout due with presentation;
    November 26, 2002 (Tuesday) Non-Traditional Book Presentations Visual and handout due with presentation; 
    December 3, 2002 (Tuesday) . Technology Assignment Due
    . . .

    Disability Accommodations Statement:
    "Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter Hall.  The OFSDS telephone number is (270) 745-5004 V/TDD.  Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services.