KEANUNIVERSITY

DEPARTMENT OF SPECIAL EDUCATION

STYLES OF LEARNING AND PROMOTING LITERACY

Course Number:SPED 4000

Semester Hours:3

Co-Requisites:SPED 3000, SPED 3001

Limitation on Enrollment:30

Required:Dual Majors in Teacher of Students with Disabilities and K-5 only

Catalog Description:This course will examine the various theories of learning and literacy for inclusive classrooms. Specific strategies, models, and assessment practices will be explored.

N.B. In order to ensure full class participation, any students with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking, or test-taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, both the professor’s office hours and telephone number will be listed on the syllabus.

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KEANUNIVERSITY

Union, New Jersey

Styles of Learning and Promoting Literacy

I.Course Objectives

Students will achieve growth toward becoming informed, dynamic professionals, as evidenced by demonstration of proficiencies in knowledge (K), skill application (S), and dispositions (D) needed to meet the needs of students in the classroom in the area of literacy. Candidates will learn theoretical foundations of reading instruction, along with strategies to help students acquire skills of literacy. Students will:

  1. Identify various theories of learning (K, S)
  2. Discuss various styles of learning for inclusive classrooms (K,S)
  3. Demonstrate an understanding of the theories of reading (K,S)
  4. Identify the stages of reading development (K,S)
  5. Examine the essential elements of reading instruction (K,S)
  6. Evaluate the major approaches of reading instruction for inclusion settings (K, S, D)
  1. Demonstrate an understanding of reading across curriculum areas (K, S)
  1. Analyze specific models of reading instruction for diverse learners in inclusive settings (K, S, D)
  1. Construct reading lesson plans for diverse learners (K, S, D)
  1. Evaluate the utilization of technology for literacy learning (K, S, D)
  1. Examine the purpose of diagnostic reading assessment (K, S, D)
  1. Appraise best practices reading strategies for culturally linguistically diverse learners (K, S, D)
  1. Identify the various reading techniques for inclusive settings (K, S, D)
  1. Develop a reading intervention plan.

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II. Course Content

  1. Identify various theories of learning
  1. Gestalt
  2. Kephart
  3. Skinner
  4. Piaget
  5. Thorndike
  6. Gardner
  7. Bandura
  8. Vygotsky
  1. Styles of learning
  1. Concrete sequential
  2. Abstract sequential
  3. Concrete random
  4. Abstract random

C. Theories of reading

  1. Subskill
  2. Interactive
  3. Transactive
  4. Whole language
  5. Balanced approach
  6. Principles of teaching reading
  1. Strategies of reading development
  1. Pre-emergent
  2. Emergent
  3. Developing
  4. Transitional
  5. Bridging
  6. Expanding
  7. Independent
  1. Elements of reading instruction
  1. Oral language and phonemic awareness

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  1. Word identification strategies
  2. Word families
  3. Phonics
  4. Structural Analysis
  5. Sight Words
  6. Dictionary

f. Context Clues

  1. Comprehension
  2. Literal
  3. Inferential
  4. Evaluative
  5. Mnemonics
  6. Brainstorming
  7. Fluency
  8. Vocabulary development
  9. Assessment
  10. Informal
  11. Formal
  12. Standardized
  13. Criterion referenced
  14. Curriculum based

7. Met cognition

  1. Major approaches of reading instruction
  1. Published reading series (basals)
  2. Literature-based
  3. Language experience
  4. Programmed instruction
  5. Computer applications
  1. Reading across curriculum
  1. Subject (interdisciplinary)
  2. Differentiation
  1. Specific models of reading instruction

1.Orton-Gill Ingham

2.Reading Recovery

3.Wilson

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4.Project Read

5.Lindamood-Bell

6.Instructional strategies model

7.Brain-based

8.Fast For Wood

  1. Reading lesson plans
  1. Lesson plan format
  2. Classroom implementation
  3. Accommodations
  4. Modifications
  5. Differentiation
  6. Content standards
  1. Technology for literacy learning
  1. Adjusting instruction
  2. CD-ROMS
  3. DVD-ROMS
  4. Videodiscs
  5. Computer software
  6. Electronic books
  7. Computer assisted instruction
  1. Diagnostic reading assessment
  1. Current views
  2. Assessment of emergent literacy
  3. Formal assessment
  4. Criterion-referenced assessment
  5. Alternative assessment
  1. Observation
  2. Portfolio/rubrics
  3. Checklist
  4. Surveys
  5. Self-appraisal

f. Informal test

g. Journal

h. Inventories

  1. Best practices for reading instruction for culturally and linguistically diverse

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  1. Knowledge of cultures
  2. Supportive classroom environment
  3. Cooperative learning
  4. Multicultural literature
  5. Comprehensible input
  6. Authentic experience
  7. Language experience
  1. Reading techniques
  1. KWL
  2. Cloze procedure
  3. Word walls
  4. Big books
  5. Read alouds
  6. Literature circles
  7. Guided reading
  8. Graphic organization
  9. Cubing

10. Paired reading

11. Choice boards

12. Repeated reading

13. Cross-age reading

14. Sustained silent reading

  1. Reading intervention plan
  1. Diagnosis of reading deficit
  2. Srategies to accommondate deficit
  3. Essential resources
  4. Collabra ration among parents and instrumental staff

III.Methods of Instruction

  1. Lecture
  2. Cooperative groups
  3. Analysis of computer software
  4. Examination of reading materials
  5. Demonstration lessons
  6. Guest speakers
  7. Observation

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  1. Methods of Evaluation
  1. Lesson plan presentation (K, S)
  2. Case studies (k,5)
  3. In-class examination (K, S)
  4. Demonstrate and analyze a reading lesson utilizing a performance based rubric (K, S, D)

E. Class participation (K, S, D)

F.Reading intervention plan (K,S,D)

V.Suggested Text

Cooper D. (2006). Literacy, New York: Houghton Mifflin

VI.Supplemental Text

Gunning, T. (2008). Creating literacy interaction for all students. New York: Pearson

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Non-Print

Association for Supervision and Curriculum Development. (2002). Reading in the content areas video series. Alexandria, VA: Author.

Gregory, G. H., & Chapman, C. (2002b). Differentiating instruction to meet the needs of all learners, Elementary edition. Sandy, UT: Teach Stream/Video Journal of Education.

Gregory, G. H., & Chapman, C. (2002c). Differentiating instruction to meet the needs of all learners, Secondary edition. Sandy, UT: Teach Stream/Video Journal of Education

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World Wide Web