rdg500 | Graduate

Scientifically Based Reading Instruction

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This course focuses on scientifically based research as the foundation for classroom reading instruction. It examines the work of the National Reading Panel, as well as the mandates of No Child Left Behind and state reading/language arts standards. In addition, it focuses on the five major areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The elements and the application of techniques for organizing and implementing explicit, systematic instruction in each of these areas, and methods of regularly assessing children’s performance in reading and in the language arts are also emphasized.

This graduate-level course is 6 weeks This course is available to take individually or To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

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    Reading Across the Grade Levels and Content Areas

    • Identify and apply effective techniques for teaching concepts of print.
    • Identify a research-based scope and sequence for teaching the alphabetic principle, phonological and phonemic awareness, phonics, and orthographic patterns for early readers and struggling readers.
    • Identify and apply effective techniques for teaching and reinforcing alphabetic knowledge.
    • Identify and apply effective techniques for teaching and reinforcing phonological and phonemic awareness.
    • Identify and apply effective techniques for teaching and reinforcing oral language and listening comprehension skills.
    • Identify phonics elements.
    • Identify and apply effective techniques for explicit, systematic phonics instruction.
    • Apply reading skills to effectively reading aloud to and with students.
    • Explain the significance of writing and spelling for promoting phonemic awareness and phonics knowledge.
    • Identify and apply effective techniques for teaching and reinforcing word identification skills.
    • Select, administer, and interpret reliable and valid classroom screening measures to identify students at risk for reading difficulty.

    Comprehension

    • Identify and apply specific strategies for explicit research-based instruction to improve comprehension.
    • Understand the knowledge and processes used in reading comprehension.
    • Identify and apply effective techniques for teaching and reinforcing metacognitive skills.
    • Understand the relationships among listening comprehension, language comprehension, and reading comprehension.
    • Explain the factors that influence reading comprehension.

    Assessment and Materials for Instruction

    • Understand the organization of a “multi-tiered” schoolwide model for instruction and intervention.
    • Examine commercially produced scientifically based reading assessments.
    • Identify effective criteria to identify and to select reading texts and programs that meet diverse academic needs.
    • Select, use, and interpret assessments of underlying reading skills to develop a plan for intervention and differentiated instruction.
    • Examine scientifically based reading programs.

    Comprehension (continued)

    • Select, administer, and interpret formal and informal assessments for evaluating students’ comprehension.
    • Specify effective techniques for increasing students’ comprehension of expository texts.
    • Select and apply text comprehension strategies for literacy in the content areas.
    • Explain the comprehension difficulties posed by text structures associated with varied genres.

    Reading fluency

    • Explain the significance of reading fluency.
    • Identify factors that may impact fluency.
    • Identify and apply explicit and implicit oral passage reading techniques for increasing students’ reading fluency.
    • Explain the importance of supported reading practice in increasing reading fluency and comprehension.
    • Select, administer, and interpret formal and informal assessments for evaluating students’ reading fluency.
    • Describe strategies to develop parent-school and school-community support to promote independent reading practice.
    • Identify expectations for degree of fluency as reading skill develops.
    • Select appropriate independent reading materials to match student reading performance.

    History and Foundations of Effective Reading Instruction

    • Summarize the research conducted by the National Reading Panel (NRP).
    • Explain the characteristics of scientifically based reading research.
    • Differentiate between scientific research and non-scientific claims.
    • Understand the purposes and the issues of different kinds of assessments.
    • Examine the content of No Child Left Behind; Early Reading First and Reading First.
    • Identify the Colorado Model Content Standards and Benchmarks for Reading and Writing and the Colorado Basic Literacy Act (CBLA) Reading Proficiencies for K-12.
    • Understand the basic concepts of test selection, standardized administration, and interpretation.

    The Writing Process

    • Identify the steps of the writing process.
    • Compare the stages of writing and reading development.
    • Identify and apply effective classroom writing activities.
    • Examine the use of effective writing rubrics.
    • Describe effective assessments for evaluating students’ writing skills.

    The Psychology of Reading

    • Explain reading as a complex system of deriving meaning from print.
    • Define the cognitive processes employed in skillful reading.
    • Explain the contributions of neurobiological and environmental factors to reading and writing success and failure.
    • Identify the stages of reading development.
    • Define each of the five constructs of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

    Vocabulary

    • Summarize the scientific research on how oral and written vocabulary develops in first and second language learners.
    • Define the characteristics of listening, speaking, reading, and writing vocabulary.
    • Understand the role of morphology in written English.
    • Identify and apply research-supported techniques for explicit and indirect instruction of vocabulary.
    • Select, administer, and interpret formal and informal assessments for evaluating students’ reading vocabulary.
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