rdg412 | undergraduate
Scientifically Based Literacy Instruction
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About:
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 and 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 language arts are also emphasized.
This undergraduate-level course is 5 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.
Course details:
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History and Foundations of Effective Reading Instruction
- Differentiate between scientific research and nonscientific claims.
- Understand the basic concepts of test selection, standardized administration, and interpretation.
- Understand the purposes and the issues of different kinds of assessments.
- Summarize the research conducted by the National Reading Panel (NRP).
- Explain the characteristics of scientifically based reading research.
- Examine the content of No Child Left Behind, as well as Early Reading First and Reading First programs.
- Identify the Colorado Model Content Standards and Benchmarks for Reading and Writing and the Colorado Basic Literacy Act (CBLA) Reading Proficiencies for K-3.
Early Reading
- Identify and apply effective techniques for explicit, systematic phonics instruction.
- Identify and apply effective techniques for teaching and reinforcing alphabetic knowledge.
- Apply early reading skills to effectively reading aloud to and with children.
- 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.
- Identify a research-based scope and sequence for teaching the alphabetic principle, phonological and phonemic awareness, phonics, and orthographic patterns.
- Identify and apply effective techniques for teaching and reinforcing phonological and phonemic awareness.
- Identify and apply effective techniques for teaching concepts of print.
- Identify phonics elements.
- Identify and apply effective techniques for teaching and reinforcing oral language and listening comprehension skills.
Assessment and Materials for Instruction
- Understand the organization of a “multitiered” schoolwide model for instruction and intervention.
- Examine commercially produced, scientifically based reading assessments.
- Select, use, and interpret assessments of underlying reading skills to develop a plan for intervention and differentiated instruction.
- Examine scientifically based reading programs.
- Identify effective criteria to identify and to select reading texts and programs that meet diverse academic needs.
Vocabulary
- 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.
- Define the characteristics of listening, speaking, reading, and writing vocabulary.
- Summarize the scientific research on how oral and written vocabulary develops in first- and second- language learners.
- Understand the role of morphology in written English.
Comprehension
- Understand the relationships among listening comprehension, language comprehension, and reading comprehension.
- Understand the knowledge and processes used in reading comprehension.
- Identify and apply specific strategies for explicit research-based instruction to improve comprehension.
- Identify and apply effective techniques for teaching and reinforcing metacognitive skills.
- Explain the comprehension difficulties posed by text structures associated with varied genres.
- Specify effective techniques for increasing students’ comprehension of expository texts.
- Select and apply text comprehension strategies for literacy in the content areas.
- Select, administer, and interpret formal and informal assessments for evaluating students’ comprehension.
- Explain the factors that influence reading comprehension.
Reading fluency
- Explain the significance of reading 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 appropriate independent reading materials to match student reading performance.
- Describe strategies to develop parent-school and school-community support to promote independent reading practice.
- Select, administer, and interpret formal and informal assessments for evaluating students’ reading fluency.
- Identify expectations for degree of fluency as reading skill develops.
- Identify factors that may affect fluency.
Comprehension Continued
- Explain the comprehension difficulties posed by text structures associated with varied genres.
- Specify effective techniques for increasing students’ comprehension of expository texts.
- Select and apply text comprehension strategies for literacy in the content areas.
- Select, administer, and interpret formal and informal assessments for evaluating students’ comprehension.
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.
Please ask about these special rates:
Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.
Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.
The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
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.
