This course covers current research on teaching reading and writing to students at the middle and secondary levels. Participants examine various comprehension strategies, technology lessons, and assessment techniques. The connection between reading and writing and critical issues in reading and writing instruction for adolescents are also explored.
Determine the current trends in teaching reading and writing to adolescents.
Examine the English Language Arts Common Core State Standards for grades 7–12 and the NCTE/IRA Standards for the English Language Arts.
Investigate bilingual education laws and their impact on reading instruction for English language learners.
Examine models for prereading, guided reading, and postreading instruction.
Examine literal, interpretive, and applied comprehension strategies as implemented in middle and high schools.
Compare and contrast the content and structure of narrative and expository texts.
Analyze a variety of graphic organizers, instructional techniques, and technologies that support comprehension and metacognitive strategies.
Determine how to implement literary circles and small groups in reading instruction.
Applied Comprehension Strategies
Identify appropriate prereading, guided reading, and postreading activities for adolescents.
Analyze appropriate comprehension strategies for adolescents.
Determine strategies to improve reading comprehension for linguistically diverse students and students with special needs.
Evaluate pedagogical approaches to vocabulary development.
Evaluate Response to Intervention.
Assessments for Reading and Evaluating Reading Instruction Materials
Examine formative and summative assessments for reading lessons.
Examine standardized reading assessments.
Examine methods for analyzing and interpreting student assessment results.
Analyze methods for evaluating textbooks, technology, trade books, and supplementary materials for reading instruction.
Review the writing process.
Examine writing strategies that promote higher-level thinking.
Use various writing assessment tools.
Determine how to use technology to strengthen students’ writing.
All objectives apply.
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Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
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