rdg418 | undergraduate

Phonological Theory And Reading Instruction

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This course focuses on scientifically based instruction in phonological awareness, linguistic skills, and phonics as fundamental to implementing an effective reading program.  Students examine scientific research and distinguish it from non-scientific claims.  In addition, they study the applications of scientific research to classroom instruction.

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:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 5 weeks

topic title goes here

    Phonics and Word Decoding

    • Understand the predictive value of letter naming fluency in early reading development.
    • Recognize the development of print concepts in young children.
    • Analyze a research based scope and sequence for teaching the alphabetic principle, phonics, and orthographic patterns.
    • Examine a systematic, explicit approach to teaching phonics and word analysis in decoding.

    Phonics and Word Decoding (Continued)

    • Examine the use and interpretation of phonics surveys, writing samples, and word identification assessments.
    • Apply techniques for teaching recognition of common phonetically irregular words in English.
    • Examine the role of various syllable structures and morphemes in fluent recognition of multisyllable words.
    • Explain the importance of using decodable and controlled text to reinforce word decoding skills.

    The History of Scientifically Based Reading Instruction

    • Examine the work of the National Reading Panel (NRP). 
    • Summarize the findings of the National Reading Panel.
    • Identify the major elements of No Child Left Behind, Reading First, and Early Reading First.

    Phonological and Linguistic Skills Related to Reading

    • Identify the speech sounds of English.
    • Define the terms: phonological and phonemic awareness, linguistic skills, and phonics.
    • Analyze a research based scope and sequence for teaching phonemic and phonological awareness.
    • Examine systematic, explicit techniques for teaching phonological awareness, linguistic skills, and phonics.
    • Understand the predictive value of phonemic awareness in early reading development.
    • Examine the use and interpretation of assessments of phonological and phonemic awareness.

    Spelling

    • Examine a systematic, explicit approach to teach orthographic and morphological patterns in spelling.
    • Examine the reciprocal relationship between decoding (learning orthographic patterns for reading) and encoding (spelling).
    • Examine the use and interpretation of diagnostic spelling inventories.
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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.