Utah State Office of Education
Reading Teacher Endorsement Course
Framework
READING COMPREHENSION INSTRUCTION
Graduate
Course Number, Reading
Comprehension Instruction ( _ credits)
Instructor:
Catalogue
Description
MEDUC----. Reading Comprehension Instruction.
An exploration of current research theories and their pedagogical
implications related to teaching vocabulary, reading comprehension, and
metacognition. This course is required for the Reading Teacher
Endorsement. Prerequisite:
Teaching License.
Course
Description: Reading Comprehension Instruction,
MEDUC ----, -- credits
The purpose
of the class is to provide a summary of current theories and models that impact
reading comprehension. There is a
growing body of research that suggests how readers construct meaning and how
teachers can effectively teach students to foster comprehension. This class also focuses on how
curriculum, curriculum integration, and motivational strategies augment
strategy instruction to enhance student achievement.
Course
Outcomes:
|
Course Outcomes: |
See Standards: |
|
1. Understand
the current theoretical base on practices and research findings addressing
reading comprehension |
2.5 and 2.8 |
|
2. Understand
research-based theories and/or perspectives on comprehension. |
1.5, 14.1, and 16.1 |
|
3. Understand
the personal, cognitive, social, textual, instructional, and cultural
contexts that influence reading comprehension. |
2.9, 3.1, 3.2, and 5.2 |
|
4. Plan
and implement instructional strategies for increasing comprehension,
including motivation and self regulation. |
2.6, 5.3, 5.4, 6.6, 7.1, 7.2, 7.3, 7.4, 7.5, and 8.4 |
|
5. Articulate
to colleagues strategies for the improvement of reading comprehension. |
11.2, 11.4, and 11.5, |
|
6. Self-evaluate
your new ability to integrate and transform previous beliefs and practices in
teaching reading comprehension. |
7.1, 7.2, 7.3, 7.4, 7.5, 16.1, and 16.2 |
Suggested
Text:
Block, C.
C., & Pressley, M. (2002). Comprehension instruction. New York: The Guilford Press.
Suggested
Course Topics:
1. Historical overview of important issues
related to comprehension instruction
2. Current research and theory
3. Dimensions of comprehension (examples)
Explicit/implicit instruction
Single/multiple strategy instruction
Vocabulary
Fluency
Metacognition
Mental imagery
Text Structure: Narrative/Expository
Questioning:
Generation and Answering
Prior knowledge/schema theory
Study strategies and fix-up strategies
Motivating and engaging learners
Graphic organizers
Study
strategies
Cultural
Diversity
4. Instructional Frameworks
Traditional
approaches (e.g., DRA, DRTA, Guided reading) for promoting comprehension
Explicit/transactional
and Implicit instruction
Basic
strategies (e.g., summarizing, main idea, inferencing, think-alouds,
self-questioning and
monitoring)
Basic
methods (e.g., scaffolding, Reciprocal Teaching, Questioning-the-Author)
Motivation
and self-regulation
CORI
Teacher Procedures/Routines
Schedule:
Suggested
Assignments:
Select one
of the topics listed below for a class presentation. You will have approximately half a class meeting to present.
The instructor will arrange the topics so that our learning is cohesive. Each
member of the class must be a major contributor. Pick something you are
interested in and want to know more about. (Please do not pick a topic that you already know the world
about or strategies that you regularly use in your classroom.) We will discuss your topics so that we
have a balanced list.
Possible
Topics:
1. Explicit/implicit instruction (Ch. 3,
B&P)
2. Single strategy instruction (Ch. 2,
B& P)
3. Multiple strategy instruction (Ch. 12
and 22, B & P)
4. Vocabulary (15 ?, 5?)
nichd.nih.gov/publications/nrp/report.htm
5. Fluency
nichd.nih.gov/publications/nrp/report.htm
6. Metacognition (Ch 6, B&P)
Mental
imagery (Ch 20, B&P)
7. Text Structure (Ch. 17 & 19,
B&P)
8. Questioning: (B & P 194-196 lists
some possible sources)
Generation
Answering
9. Prior knowledge/schema theory (Ch 11,
B&P)
10. Study strategies and fix-up strategies
11. Motivating and engaging learners
http://www,readingonline.org/articles/handbook/guthrie/index.html
12. Graphic organizers
Please use
the following framework for your presentation:
1. Lead discussion on the assigned
chapter(s) on your topic. Your
classmates will have read the
chapter(s), material, so they are prepared to take part in the
discussion.
2. Present additional materials you have
found in your research
3. Strategies that grow out of the topic
4. Application: Strategy lesson (one
strategy)
a)
Context
b)
Lesson description as you presented it in a class
c)
Results
d)
Changes you would make the next time
5. Prepare handout for your instructor and
your classmates.
Grades:
The course
follows the University grading system: A, A-, B+, etc. Incomplete grades will
only be given for legitimate reasons such as severe illness or family crisis.
Ethics:
Failure to
maintain academic ethics/academic honesty including the avoidance of cheating,
plagiarism, collusion, and falsification will result in an E in the course, and
may result in charges being issued, hearings being held and/or sanctions being
imposed.
Bibliography
Primary
Readings
Block,
C.C., & Gambrell, L. (2002). Improving comprehension instruction. Newark, DE: International
Reading Association.
Block, C.
C., & Pressley, M. (2002). Comprehension instruction. New York: The Guilford Press.
Chi,
M.T.H., DeLeeuw, N., Chiu, M., & LaVancher, C. (1994). Eliciting self-explanations improves
understanding. Cognitive
Science, 18,
439-477.
Dole, J.
(2000). Explicit and implicit
instruction in comprehension. In
B.M. Taylor, M. F. Graves, & P.
VanDen Broek (Eds.). Reading for meaning: Fostering comprehension in the middle grades.
(pp 52-69). New York: Teachers College Press and Newark, DE: International
Reading Association.
Dole, J.,
Duffy, G., Roehler, L., & Pearson, P.D. (1991). Moving
from the old to the new: Research
on reading comprehension instruction. Review of Educational Research, 61, 239-264.
Dowhower,
S. Supporting a strategic stance
in the classroom: A comprehension framework for helping teachers help students
to be strategic. The Reading
Teacher, 52, 672-683.
Durkin, D.
(1979). What classroom
observations reveal about reading comprehension. Reading Research
Quarterly, 15,
481-533.
Farstrup,
A.E., & Samuels, S. J., Eds. (2002).
What research has to say about reading instruction. Newark, DE: International Reading Association.
Guthrie, J.
T., & Alvermann, D.E. (1999). Engaged reading: Processes, practices, and policy implications.
NY: Teachers College Press.
Guthrie,
J., & Wigfield, A. (1997), Reading engagement: Motivating readers
through integrated instruction. Newark, DE: International Reading Association.
Kamil, M.
L. , Mosenthal, P. B., Pearson, P.D., & Barr, R. (Eds.) (2000). Handbook of reading research: Volume III. Mahwah, NJ: Earlbaum.
McNamera
& Kintsch. (1996). Learning
from texts: Effects of Prior knowledge and text coherence. Discourse Processes, 22, 247-288.
National
Reading Panel. (2001). Report
of the National Reading Panel: Teaching children to read. Washington,
D. C.: U. S, Department of Health
and Human Services. http://www.nichd.nih.gov/publications/nrp/findings.htm
Pressley,
M. (2001). Comprehension
instruction: What makes sense now, what might make sense soon. http://www.readingonline.org/articles/handbook/pressley/index.html
RAND
Reading Study Group. (2002). Reading
for understanding. Toward a
research and development program in reading comprehension. Washington, D.C.:
Office of Educational Research and Improvement. (Available from IRA.)
Rand
Report.
www.rand.org/multi/achievementforall/reading/readreport.html
Secondary
Readings
Blachowicz,
C., & Ogle, D. (2001). Reading comprehension: Strategies
for independent learners.
New York: The Guilford Press.
Britton,
B., & Graesser, A.
(1996). Models of
understanding text. Mahwah, NJ: Erlbaum.
Graesser,
A., Millis, K., & Zwann. R.
(1997). Discourse
comprehension. Annual Review of Psychology, 48, 163-189.
Nagy, W. E.
(1988). Teaching vocabulary to
improve reading comprehension. Newark, DE: International Reading Association.
Palinscar,
A., & Brown, A. (1984)
Reciprocal teaching of comprehension: Fostering and monitoring
activities. Cognition and
Instruction, 1,
117-175.
Pearson, P.
D., & Johnson, D, D, (1978). Teaching reading comprehension. New York: Holt, Rinehart
& Winston.
Pressley,
M. (2002). Reading instruction
that works. New York: The Guilford Press.
Roller,
C.M., Ed. (2002). Comprehensive
reading across the grade levels. Newark, DE: International Reading Association.
Rosenblatt,
L. (1983). Literature as exploration (4th ed.). New York: Modern Library.
Ruddell, R.
B., Ruddell, M. R., & Singer, H. (eds). (1994). Theoretical models and processes of reading. Newark, DE: International Reading Association.
Teacher
Resource Readings
Guthrie,
J., & Wigfield, A. (1997) Reading engagement: Motivating readers through
integrated instruction. Newark, DE: International Reading Association.
Harvey, S.,
& Goudvis, A. (2000). Strategies
that work: Teaching comprehension to enhance comprehension. York, ME: Stenhouse.
Keene, E.,
& Zimmerman, S. (1997). Mosaic
of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
Langer,
J. (1995). Envisioning literature. New York: Teachers College Press.
McLaughlin,
M. & Allen, M. B. (2002). Guided
comprehension: A teaching model for grades 3-8. Newark, DE: International Reading Association.
Swan, E. A.
(2003). Concept-oriented
reading instruction. New York: Guilford Publishing Co.