The Reading Process: Current Trends and Theories

ALABAMA STATE UNIVERSITY

COLLEGE OF EDUCATION

SYLLABUS

FOR

THE READING PROCESS: CURRENT TRENDS AND THEORIES

Course Name

COURSE NUMBER: REA 610

COURSE DESCRIPTION: The Reading Process: Current Trends and Theories is oriented toward an examination of current research and practices of (a) effective reading instruction; (b) the reading process; (c) readers' cognitive and linguistic processes; and (d) teacher/student behavior and cognition as they impact the classroom environment

CREDIT HOURS: 3 Semester Hours

INSTRUCTOR: Dr. Danjuma R- Saulawa

TELEPHONE: 229-6919 or 229-4485

OFFICE: Councill Hall, Room 326

OFFICE HOURS: As Posted

ATTENDANCE POLICY: See UNIVERSITY GRADUATE CATALOG

AMERICANS WITH

DISABILITIES ACT: Any student(s) requiring alternative formats for testing and/or handouts for this course, or other type of accommodations, due to a handicapping condition, should advise the instructor within the first week of classes.

Prepared by______

Danjuma R. Saulawa Date

Approved by______

Department Chair Date

______Dean Date

PURPOSE OF THE COURSE

The Reading Process: Current Trends and Theories is a course designed to investigate relevant issues concerning reading instruction as reflected in current research and practices. This will be done in the following ways: (a) an examination of current materials, methods, and approaches used in reading instruction, (b) an analysis of cognitive and linguistic processes and the way they impact the reading process, and (c) an investigation of research and practices affecting the acquisition of skills and strategies that are necessary for the establishment of a classroom environment that supports the development of literacy and lifelong interest in reading.

Consistent with the College of Education model, "Educator as a Decision Maker," this course places emphasis on assisting teachers in becoming effective instructional decision-makers in their classrooms.

COURSE CONTENT

1. An investigation of current theories and issues impacting reading instruction in the elementary and middle school grades, designed to assist in-service teachers in making judgements and choices of effective techniques to develop the reading curriculums.

2. Analysis of these theories , noting advantages and limitations.

3 . Examination and evaluation of reading as an active process as substantiated by research, observation, and practice.

4. An investigation of the theory and research supporting the use of specific skills and strategies for teaching reading in elementary and middle school grades:

(a) the development of a lesson framework;

(b) strategies for responding to reading as writers;

(c) text-based comprehension strategies;

(d) strategies for teaching reading as a language experience and with shared books;

(e) multisensory strategies for teaching reading.

(f) Working with diverse student body

1. Study issues related to “No Child Left Behind” as they affect reading and reading and literacy instruction programs across the country.

OBJECTIVES

As a result of active participation in this course, candidates will:

1 . Research, identify, and discuss current trends and leading theories, and the law (including “No Child Left Behind”), that influence decisions and choices of reading curricula and/or programs. (INTASC 1.11)

2. Analyze and evaluate the leading trends and theories, formulating judgements and making choices that reflect sound reasoning based on the understanding of those theories and trends. (1.21, 1.32) CF (1.1)

3. Identify, research that establishes the principle that all children can learn and strategies relevant to the teaching of reading in elementary and middle school grades. (4.12, 3.21, 7.10)

4. Study the research proven principles for teaching reading and analyze those principles and strategies for the soundness the research studies supporting in order to establish their effectiveness in teaching reading to all children in elementary and middle school grades. (CF 2.1)

5. Analyze and evaluate the impact of research in cognitive and linguistic processes on instructional strategies and practices. (2.11)

6. Analyze and evaluate the components of the interactive and constructive process of teaching reading and ways to encourage students to view issues from different perspectives. (INTASC 1.35)

1. Prepare and lead/co-lead at least four chapter presentations and discussion. (INTASC 9.22) {CF 1.7)

1. Study research supported strategies for working with diverse students, including but not limited to diversity in culture, socioeconomics, race, ethnicity, gender, exceptionality, learning styles, intelligences, and life styles and being an advocate students and communicating with the parents and the community at large. (INTASC 2.21, 3.11, 3.15, 10.32) (CF 2.5)

1. Explore the application of current and emerging technology in literacy instruction, its impact, and the promise it holds for K-12 reading programs. (CF 3.4)

1. Research and critique eight (15) professional journal articles/references on current trends and theories that influence the design and development of reading curricula/programs and prepare an annotated bibliography. (CF 3.1)

11. A. Survey classroom teachers, parents, and other school personnel about their knowledge and interpretation of current trends, theories, issues, and techniques discussed in this course, and write a summary and conclusion about the findings. A questionnaire may be used for this. (INTASC 1.24, 9.12, 10.32) (CF 1.7, 3.2)

OR

1. Conduct case studies in their own classrooms in which they study the issues, strategy, or phenomenon of concern or interest to them in their reading programs.(INTASC 9.12) (CF 1.9)

EVALUATION AND MINIMUM STANDARDS

Objectives 1-8 will be evaluated on the basis of classroom discussion, individual presentations, and a written reaction for each objectives. Objectives 1-8 are worth 25 points each. Each individual presentation will be worth 100 points (see format). To pass objectives 1-8, a candidate must score at least 80% for each of the objectives.

Objective 9 will be evaluated on the presentation of annotated bibliography on fifteen (15) articles from current professional literature on current trends, theories, and techniques (see format). To pass this objective a candidate must earn at least 80 out of 100 possible points.

Objective 10 will be evaluated on the presentation of a research paper based on the findings from the survey/case studies and study of current literature. To pass this objective, a student must score at least 140 out of 200 possible points.

GRADING

To get a grade of "A,” a student must pass all objectives with a cumulative score of 450-500 points.

For a grade of "B," a student must pass all objectives with a cumulative score of 400-449

points.

Fro a grade of "C," a student must meet the minimum standards for all course objectives with a cumulative score of 350-399 points.

Passing fewer than 8 objectives or earning less than 350 points will result in a grade of “D” or “F.”

Reactions 100 points

Individual Presentation 100 points

Annotated bibliography 100 points

Research Report 200 points

Total 500 points.

METHODS AND MATERIALS

A. Methods

1. Lecture and demonstration by professor

2. Class discussions

3. Small and large group activities coordinated by professor

4. Presentations by students on selected topics

B. Simulated micro-teaching

Materials

Handouts

Selected reading from course bibliography

Audio-visual materials

RUBRIC FOR ANNOTATED BIBLIOGRAPHY

Date ______Title ______

Name ______REA ______

Criteria / Poor / Satisfactory / Good / Excellent / Points
Currency of article / Articles are selected that do not address current issues and are mostly out dated. / Articles are selected that address current issues and more than two out dated / Articles are selected that address current issues and no more than two out dated articles / Articles are selected that address current issues and no more than five years old. / 20
Use of APA style / Bibliography organized according to current APA style with 3 or more punctuation errors. / Bibliography organized according to current APA style with more than one punctuation error. / Bibliography organized according to current APA style with no more than one punctuation error. / Bibliography organized according to current APA style. / 20
Number of articles searched / Less than 15 articles are selected with no specific theme. / 15 articles are selected around a general theme. / 15 articles are selected around a specific theme. / More than 15 articles are selected to develop a specific theme. / 30
Summary / The summary is too general and vague does not give a reader sufficient information about the article. / The summary is too general, but does lead a reader to look for the article. / The summary is a bit wordy, but does entice a reader to look for the article. / The summary is succinct and entices a reader to look for the article. / 30
Total / 100

Comments:

ORAL PRESENTATION RUBRIC FOR READING COURSES

Date ______Title ______

Name: ______REA______

The following format/criteria are to be followed and will be used to evaluate each student presentation for REA 610:

CRITERIA / 1 / 2 / 3 / 4 / POINTS
Organization / Audience cannot understand presentation, no sequence of information. / Audience has difficulty following presentation because presenter jumps around. / Candidate presents information in logical sequence which audience can follow. / Candidate presents information in logical, interesting sequence which audience can follow. / 20
Content Knowledge / Candidate does not have grasp of information and cannot answer questions about subject. / Candidate is uncomfortable with information and is able to answer rudimentary questions / Candidate is at ease with content, but fails to elaborate / Candidate demonstrates full knowledge (more than required) with explanations and elaboration. / 20
Technology / Candidate uses no technology / Technology does not support text or presentation. / Technology is used properly and related to text and presentation. / Technology reinforces presentation in every way. / 20
Mechanics / Presentation contains four or more spelling and/or grammatical errors. / Presentation has three misspelling and/or grammatical errors. / Presentation has no more than two misspelling and/or grammatical errors. / Presentation has no misspelling and/or grammatical errors. / 20
Delivery / Candidate mumbles, incorrectly pronounces terms, and speaks too quietly for those sitting in the back to hear. / Candidate mumbles, incorrectly pronounces terms, and audience has difficulty hearing presentation. / Candidate’s voice is clear and pronounces most words correctly. / Candidate uses a clear voice and correct, precise pronunciation of terms. / 20
Total / 100

Comments:

Rubric for Research Report

Date______Title______

Name______REA ______

Criteria / Poor / Satisfactory / Good / Excellent / Points
Abstract / Abstract is word( more than 150 words. Problem, subjects, procedure, findings and conclusions are clearly stated. / Abstract is a bit wordy (more than 150 words.) Problem, subjects, procedure, findings and conclusions are not stated. / Abstract is concise (no more than 100-150) words. Problem, subjects, procedure, findings and conclusions are clearly stated. / Abstract is concise (no more than 100-150) words. Problem, subjects, procedure, findings and conclusions are clearly stated. Sufficient information is given to entice the reader. / 5
Introduction:
-Statement of the problem
-Review of Literature
-Purpose, rationale, hypothesis / Problem is not clearly stated. Poor, meager review of current related literature that does not connect very well to the research topic and does not provide strong rationale for the study. Rationale for the study articulated clearly. Hypotheses to be tested are not specified / Problem is clearly stated. Limited but acceptable review of current related literature that connects to the research topic and provide some rationale for the study. Rationale for the study articulated clearly. Hypotheses to be tested are vague. / Problem is clearly stated. Good basic review of current related literature that connects directly to the research topic and provide rationale for the study. Rationale for the study stated. Hypotheses to be tested are specified / Problem is clearly stated. Thorough review of current related literature that connects directly to the research topic and provide rationale for the study. Rationale for the study articulated clearly. Hypotheses to be tested are specified / 15
Method / Inappropriate research design is used for the topic. Subjects and data gathering procedure are vague. The questionnaire, treatment, or instructional strategy is unclear and difficult to administer. / Appropriate research design is used for the topic. Subjects and data gathering procedure are vaguely described. The questionnaire, treatment, or instructional strategy vaguely written and not easy to administer. / Appropriate research design is used for the topic. Subjects and data gathering procedure clearly described. The questionnaire, treatment, or instructional strategy clearly written and quite easy to administer. / Appropriate research design is used for the topic. Subjects and data gathering procedure clearly described. The questionnaire, treatment, or instructional strategy clearly written and delineated and very easy to administer. / 20
Results / Standard procedure for data analysis is not followed. Data analysis is not clearly displayed and interpreted with no support from the data output (tables, charts, and graphs. / Standard procedure for data analysis is used. Data analysis is not clearly displayed and interpreted with little support from the data output (tables, charts, and graphs. / Standard procedure for data analysis is used. Data analysis is displayed and interpreted using some support from the data output (tables, charts, and graphs). / Standard procedure for data analysis is used. Data analysis is clearly displayed and interpreted using support from the data output (tables, charts, and graphs. / 20
Discussion / It is not clear whether hypothesis is supported or rejected. Practical and theoretical implications are not stated and discussed. Conclusions drawn are not warranted by the data. / Hypothesis is supported or rejected on the basis of the findings. Practical and some theoretical implications are stated and discussed. Conclusions drawn are not completely warranted by the data / Hypothesis is supported or rejected on the basis of the findings. Practical and theoretical implications are stated and discussed. Conclusions drawn are warranted by the data. / Hypothesis is supported or rejected on the basis of the findings. Practical and theoretical implications are stated and discussed. Conclusions drawn are warranted by the data and theoretically grounded. / 20
References / References are not current and written in APA style and more than three names in the text are left out from the reference page. / Most references are not current and written in current APA style and some names in the text are left out from the reference page. / Most references are current and written in current APA style and correspond with the in text references. / All references are current and written in current APA style and correspond with the in text references. / 10
Total / 100

Comments: