Fall 2010

KEAN UNIVERSITY

UNION, NEW JERSEY

PSYCHOLOGICAL AND THEORETICAL FOUNDATIONS OF READING

COURSE NUMBER:CS 5480

SEMESTER HOURS:Three

PREREQUISITES:None

LIMITATION ON ENROLLMENT:25

REQUIRED:

CATALOGUE DESCRIPTION:

Chronological review of the major theories and models that have influenced reading research and practice throughout history. Emphasis on application of theories and models to current classroom practice with general education and special needs populations.

N.B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g. tape recorders, special adaptive equipment, special note taking or test taking procedures or sign/oral interpreter) will be strongly encouraged to contact the professor at the beginning of the course. Documentation of such disability must be presented.

Kean University

Union, New Jersey

CS 5480: Psychological and Theoretical Foundations of Reading

  1. COURSE OBJECTIVES

Students will achieve growth toward becoming informed, dynamic, professionals as evidenced by demonstrating proficiency in knowledge, skill and application to reading.

The student will:

A.Read about, discuss, and reflect on the general concepts of educational theories and models. (K)

  1. Read about, discuss, reflect on, and apply early historical theories of reading to current classroom practice and educational research. (K/S/D)
  2. Read about, discuss, reflect on, and apply behaviorist theories of reading to current classroom practice and educational research. (K/S/D)
  3. Read about, discuss, reflect on, and apply constructivist theories of reading to current classroom practice and educational research. (K/S/D)
  4. Read about, discuss, reflect on, and apply developmental theories of reading to current classroom practice and educational research. (K/S/D)
  5. Read about, discuss, reflect on, and apply social learning theories of reading to current classroom practice and educational research. (K/S/D)
  6. Read about, discuss, reflect on, and apply information cognitive processing theories of reading (1950’s) to current classroom practice and educational research. (K/S/D)
  7. Read about, discuss, reflect on, and apply information cognitive processing theories of reading (1980’s) to current classroom practice and educational research. (K/S/D)
  8. Read about, discuss, reflect on, and apply information cognitive processing theories of reading (state of the art) to current classroom practice and educational research. (K/S/D)
  1. COURSE CONTENT
  1. Introduction to Theories and Models
  2. What is a Theory? A General Definition
  3. Are People Aware of the Theories That They Possess?
  4. What is a Theory? A Definition for Education
  5. The Importance of Theories to Educational Practice
  6. Are Teachers Aware of the Theories That They Possess?
  7. Is a Model Different from a Theory?
  8. Why is it Important to Understand Models?
  9. The Value of Multiple Lenses
  10. Early Historical Models with Implications for Reading (400BC-Present)
  11. Mental Discipline Theory
  12. Associationism
  13. Unfoldment Theory
  14. Structuralism and Early Scientific Foundations of Reading
  15. Classroom Applications
  16. Research Applications
  17. Behaviorism: The Dominant Educational Theory for 50 Years (1900-Present)
  18. What is Behaviorism?
  19. Classical Conditioning Theory
  20. Connectionism
  21. Operant Conditioning Theory
  22. Classroom Applications
  23. Research Applications
  24. Constructivism (1920’s- Present)
  25. Constructivism: The General Concept
  26. Inquiry Learning
  27. Schema Theory
  28. Transactional/ Reader Response Theory
  29. Psycholinguistic Theory and Whole Language Theory
  30. Metacognition
  31. Engagement Theory
  32. Classroom Applications
  33. Research Applications
  34. Theories of Literacy Development (1930’s- Present)
  35. Theory of Cognitive Development
  36. Maturation Theory
  37. Theory of Literacy Development
  38. Stage Models of Reading
  39. Emergent Literacy Theory
  40. Family Literacy Theory
  41. Classroom Applications
  42. Research Applications
  43. Social Learning Perspectives (1960’s- Present)
  44. Sociolinguistic Theory
  45. Socio-Cultural Theory
  46. Social Constructivism
  47. Social Learning Theory
  48. Critical Literacy Theory
  49. Classroom Applications
  50. Research Applications
  51. Information Cognitive Processing Perspectives (1950’s- Present)
  52. General Characteristics of the Cognitive Processing View
  53. Information Processing Theories
  54. Substrata-Factor Theory of Reading
  55. Rauding Theory
  56. Gough’s Model
  57. Automatic Information Processing Model
  58. Interactive Model
  59. Classroom Applications
  60. Research Applications
  61. Information Cognitive Processing Perspectives (1980’s- Present)
  62. Interactive-Compensatory Model
  63. Orthographic Processing Perspective
  64. Verbal Efficiency Theory
  65. Construction-Integration Model
  66. Phonological-Core Variable Difference Model
  67. Classroom Applications
  68. Research Applications
  69. Information Cognitive Processing Perspectives (State-of-the-Art)
  70. Parallel Distributed Processing Model
  71. Dual-Route Cascaded Model
  72. Double-Deficit Hypothesis
  73. Neuroscience and Education
  74. Classroom Applications
  75. Research Applications
  1. METHODS OF INSTRUCTION

A.Lecture

  1. Whole Class Discussions

C.Small Group Literature Circles and Activities

D.Individual Conferences and Journaling with Professor

  1. METHODS OF EVALUATION
  1. Written Performance on “Class-To-Life Assignments” (K/ S/ D).

Students choose 4 of the below:

  1. In your own words, briefly summarize the central concepts of the information/ cognitive processing theories and theorists (state-of-the-art) as presented in class. Then, discuss the relevance of these concepts to modern day literacy learning, using specific examples of interactions you have had or observed,preferably in educational settings.
  2. In your own words, briefly summarize the central concepts of mental discipline theory, associationism, unfoldment, and structuralism, as presented in class. Then, discuss the relevance of these concepts to modern day literacy learning, using specific examples of interactions you have had or observed, preferably in educational settings.
  3. In your own words, briefly summarize the theories of classical conditioning, connectionism, and operant conditioning, as presented in class. Then, discuss the relevance of these concepts to modern day literacy learning, using specific examples of interactions you have had or observed, preferably in educational settings.
  4. In your own words, briefly summarize the central concepts of the constructivist theories and theorists, as presented in class. Then, discuss the relevance of these concepts to modern day literacy learning, using specific examples of interactions you have had or observed, preferably in educational settings.
  5. In your own words, briefly summarize the central concepts of the developmental theories and theorists as presented in class. Then, discuss the relevance of these concepts to modern day literacy learning, using specific examples of interactions you have had or observed, preferably in educational settings.
  6. In your own words, briefly summarize the central concepts of the social learning theories and theorists as presented in class. Then, discuss the relevance of these concepts to modern day literacy learning, using specific examples of interactions you have had or observed, preferably in educational settings.
  7. In your own words, briefly summarize the central concepts of the information/ cognitive processing theories and theorists (1950’s) as presented in class. Then, discuss the relevance of these concepts to modern day literacy learning, using specific examples of interactions you have had or observed, preferably in educational settings.
  8. In your own words, briefly summarize the central concepts of the information/ cognitive processing theories and theorists (1980’s) as presented in class. Then, discuss the relevance of these concepts to modern day literacy learning, using specific examples of interactions you have had or observed, preferably in educational settings.
  1. Written Performance on a Research Literature Review. Students choose a subarea of literacy education in which to conduct a review of research literature. 10 research articles are read and reviewed in an integrated synthesis.
  2. Whole Class Participation (K/S/D)
  3. Small Group Literature Circle Participation (K/ S/D)
  4. Individual Conferences and Journaling (K/S/D)
  1. SUGGESTED TEXTS

Tracey, D. H. & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models. New York, NY: Guilford.

American Psychological Association. (2009). Publication manual of theAmerican Psychological Association (6th ed.). Washington, D.C.

  1. BIBLIOGRAPHY
  1. Print

Baker, E. A. (Ed.) (2010). The new literacy: Multiple perspectives on research and practice. New York, NY: Guilford.

Beers, K., Probst, R. E. & Reif, L. (2007). Adolescent literacy: Turning promise into practice. Portsmouth, NH: Heinemann.

Block, C. C. & Parris, S. R. (Eds.) (2008). Comprehension instruction: Research-based best practices (2nd ed.). New York, NY: Guilford.

Brisk, M. E. & Harrington, M. M. (2007). Literacy and bilingualism: A handbook for all teachers. Mahway, NJ: Lawrence Erlbaum.

Brown-Cridsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the classroom: Guidelines and recipes for success. New York, NY: Guilford.

Campo, N. (2008). Literacy centers in photographs: A step-by-step guide in photos that show how to organize literacy centers, establish routines, and manage center-based learning all year long. New York, NY:Scholastic.

Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (Eds.). (2009). Handbook of research on new literacies. New York, NY: Routledge.

Dressman, M. (2008). Using social theory in educational research: A practical guide. New York, NY: Routledge.

Glover, T. A. & Vaughn, S. (2010). The promise of response to intervention: Evaluating current science and practice. New York, NY: Guilford.

Grant, K. B. & Ray, J. R. (2010). Home, school, and community collaboration: Culturally responsive family involvement. Los Angeles, CA: Sage.

Li, G. & Edwards, P. A. (2010). Best practices in ELL instruction. New York, NY: Guilford.

McKenna, M. C. & Dougherty, K. S. (2008). Assessment for reading instruction (2nd ed.). New York, NY: Guilford.

Morrow, L.M. (2009). Literacy development in the early years: Helping children read and write (6th ed). Boston, MA: Allyn & Bacon.

Tracey, D. H. & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models. New York, NY: Guilford.

Walpole, S. & McKenna, M. C. (2009). How to plan differentiated reading instruction: Resources for Grades K-3. New York, NY: Guilford.

Wepner, S. B. & Strickland, D. S. (2008). The administration and supervision of reading programs (4th ed.). New York, NY: Teachers College Press.

Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York, NY: Harper.

  1. Seminal Work

Adams, M. J. (1996). Beginning to read: Thinking and learning about print. Cambridge, MA: M.I.T. Press.

Barr, R., Kamil, M., Mosenthal, P., & Pearson, P. D. (Eds.). (1991). Handbook of reading research: Volume II. White Plains, NY: Longman.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford.

Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr. R. (Eds.). (2000). Handbook of reading research: Volume III. Mahwah, NJ: Lawrence Erlbaum associates.

Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.

Pearson, P. D., Barr, R., Kamil, M. L., & Mosenthal, P. (Eds.). (1984). Handbook of reading research. New York, NY: Longman.

Ray, K. W. (1999). Wonderous words: Writers and writing in the elementary classroom. Urbana, Ill.: National Council of Teachers of Education.

Ruddell, R. B., Ruddell, M. R., & Singer, H. (Eds.). (2001). Theoretical models and processes of reading (5th ed.). Newark, DE: International Reading Association.

Shaywitz,S. (2004). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Knopf.

Smith, M. W., & Wilhelm, J. D. (2002). “Reading don’t fix no Chevys”: Literacy in the lives of young men. Portsmouth, NH: Heinemann.

Smith, N. B. (1974). American reading instruction. Newark, DE: International Reading Association.

Snow, C.E., Burns, S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford Press.

Walpole, S. & McKenna, M. (2004). The literacy coaches handbook: A guide to research-based practice. New York, NY: Guilford.

  1. Non-Print