Utah State Office of
Education
Foundations of Literacy
Syllabus Framework
Department
Institution
Semester
Instructor:
Name
Office address
Office phone
e-mail
Purpose
The purpose of this course
is to provide an historical and theoretical perspective on reading and writing
theory and instruction. Knowing
where the literacy field has already been intellectually and pedagogically
helps us to move forward in our practice rather than simply repeat the efforts
and mistakes of the past. A solid
familiarity with the contemporary research base allows us to place
literacy-related issues and challenges in a meaningful context that will help
us make well-informed decisions that will ultimately benefit the students we
are charged to educate. This
course is intended to provide teachers with that solid theoretical foundation.
Course Objectives:
After completing this
course you will be able to:
Objectives Standards
|
Describe how social,
political, and economic contexts have influenced literacy instruction
philosophy and practice throughout the history of our nation |
2.11, 4.4, 11.4,
11.5,16.1.16.3, 16.3 |
|
Describe the
contributions of prominent reading researchers and leaders over past decades |
1.5,1.6,1.7, 2.1,
2.2, 2.10,. |
|
Describe the major models
and topics of reading research and their influence upon practice |
1.5, l.6, 1.7, 2.1, 2.2, 2.3, 2.4
2.5, 2.7, 2.8, 3.1, 3.3, 4.1,4.4, 5.6, |
|
Describe the major themes
of the current knowledge base in literacy pedagogy |
1.5, 1.7, 2.3, 2.4, 2.7, 2.8, 3.1,
3.3, 4.4, 5.6, 5.8 |
|
Discuss major current
issues in literacy research and theory |
1.7, 2.10, 2.11, 3.1, 4.1,
4.4,11.4, 11.5 |
Required Texts
Course Topics
Historical overview of
reading: What is literacy?
Prominent Reading
Researchers
Models of reading
Top-down models
Bottom-up models
Interactive models
Reading research: models, issues, and trends
- early literacy
development and phonemic processes
- print processing
-vocabulary acquisition and
comprehension
-home and cultural
influences in reading
-metacgnition and
comprehension strategies research
-needs of diverse learners
-interest and motivation
research and practice
Major instructional
practices in reading
- basal reading programs
-supplementary programs
- intensive phonics
programs
- technology-based programs
-writing process and
writing workshops
Intervention programs such as Reading Recovery,
Success for All
Special issues (e.g., dyslexia, phoenemic
awareness)
Assessment and
evaluation of reading and writing
Assignments
$ Complete
assigned readings and prepared to discuss them in class
$ Prepare a
paper describing the Aeducational pendulum@ as it has influenced
reading instruction over the past centuries.
$ Select a line
of literacy research or a prominent literacy researcher and prepare a paper
describing this body of work in-depth.
$ Observe and
reflect in writing on literacy practices in an elementary or secondary classroom.
$ Examine,
summarize, and share research to build in-depth knowledge about one aspect of
literacy instruction
Grading Procedures:
Bibliography
Barr, R., Kamil, M., &
Mosenthal, P. (1984). Handbook of
reading research, Vol. 1.
New York: Longman..
Barr, R., Kamil, M.,
Mosenthal, P. & Pearson, D. (1991).
Handbook of reading research, Vol. 2. New York: Longman.
Braunger, J. & Lewis,
J. (1999). Using the knowledge base in reading: Teachers at work. Newark, DE: International Reading
Association.
Braunger, J. & Lewis,
J. (1998). Building a knowledge base in reading. Newark, DE: International
Reading Association.
Cunningham, A. &
Stanovich, K. (1998). What reading does for the mind. American Educator, 22,
8-17.
Farstrup, A., &
Samuels, S. (2002). What research
has to say about reading instruction.
Newark, DE: IRA.
Gee, J. (1988). Discourse Systems And Aspirin Bottles:
On Literacy. Journal Of Education,..
170, 27-40.
Hacker, D., Dunlosky, J.,
& Graesser, A. (1998).
Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.
Heath, S. B. (1983). What No Bedtime Story Means: Narrative
Skills At Home School.
Language And Society, 2, 49-76.
Kamil, M.L., Mosenthal,
P.B., Pearson, P.D., & Barr, R. (2000). Handbook of reading research,
volume III. Mahwah, NJ: Lawrence Erlbaum Associates.
Neuman, S., &
Dickinson, D. (2001). Handbook of
early liteeracy research. New
York: Guilford.
Metsala, J., & Ehri, L.
(Eds.) (1998).. Word recognition
in beginning literacy. Hillsdale, NJ: Erlbaum.
Pressley, M. (2002). Reading instruction that works. New York: Guilford.
Pressley, M., Allington,
R., Wharton-McDonald, R., Block, C., & Morrow, L. (2001). Learning to read: Lessons from
exemplary first-grade classroom. New York: Guilford.
Resnick, D.P. (1990).
Historical perspectives on literacy and schooling. Daedalus, 119, 2, 15-32.
Robinson, R.D., McKenna,
M.C., & Wedman, J.M. (2000). Issues and trends in literacy education.
Boston: Allyn & Bacon.
Ruddell, R., Ruddell, M., &
Singer, H. (1994). Theoretical
models and processes of reading (4th edition). Newark, DE: IRA.
Simmons, D., &
Kameenui, E. (1998). What reading
research tells us about children with diverse learning
needs: Bases and Basics..
Stahl, S.A. & Hayes, D.A.
(1997). Instructional models in reading. Mahwah, NJ: Lawrence Erlbaum Associates.
Stanovich, K.E.
(2000). Understanding reading:
Scientific Foundations and New Frontiers.
New York:
New Guilford Press.
Stanovich, K.E. (1997).
Twenty-five years of research on the reading process: The grand synthesis
and what it means for our field.
Oscar S. Causey Research Award Address presented to the National Reading
Conference, Scottsdale, AZ.