Syllabus Framework
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Credit Hours
Instructor
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Text:
Compilation of Classical and Contemporary
Studies
Refereed Reading Journals
Reading Research Reports
Course Description:
The main goal of this course is to engage
students in studying and understanding primary research documents in reading.
Students will be guided to explore both classical and contemporary reading
research studies. In order to facilitate student interpretation of these
studies, they will be instructed in basic research techniques to aid in the
ability to conduct research and consume these research reports.
Course Objectives:
After completing this course, you should be
able to:
1.
Demonstrate a basic
understanding of research terminology through interpreting findings of a given
study.
2.
Connect reading
instruction over time with classical and contemporary research in reading.
3.
Understand the power
research has in impacting practice either positively or negatively.
4.
Place an historical
context on reading research and design.
5.
Possess broad knowledge
of reading research to assist in guiding instructional and scholarly practice.
Course Topics:
6.
A brief review of
reading research design and tools
7.
Pre-20th
century reading research studies
8.
Reading research from
1900 - 1970
9.
Reading research from
1970 B Current
Classical Studies (IRA Standard 1.6, 2.10, 14.1,
16.1):
The Time Taken up in Cerebral Operations, Cattell
(1885)
The Work of the Eye in Reading, Huey (1908)
Reading as Reasoning: A Study of Mistakes in Paragraph
Reading, Thorndike (1917)
An Experimental Study of the Eye-Voice Span, Buswell
(1920)
When Should Children Begin to Read, Morphett and
Washburn (1931)
The Necessary Mental Age for Beginning Reading, Gates
(1936)
A Study of Relationships Among Certain Pupil
Adjustments in Reading Situations, Killgallon (1942)
Fundamental Factors in Reading Comprehension, Davis
(1944)
Why Johnny Can=t
Read, Flesch (1957)
The Utility of Phonic Generalizations in the Primary
Grades, Clymer (1963)
The Challenge of Periodicals in Education, Norvell
(1966)
Readability: A New Approach, Bormuth (1966)
Children Who Read Early, Durkin (1966)
Teacher Questioning and Reading, Guszak (1967)
Learning to Read: The Great Debate, Chall (1967)
The First Grade Studies, Bond and Dykstra (1967)
Contemporary Reports (IRA Standard 3.5):
The National Reading Panel Report (2000)
Preventing Reading Difficulties in Young Children,
Snow, Burns & Griffin (1998)
Contemporary Research (IRA Standard 2.10, 14.1,
16.1):
Oral Language (IRA Standard 2.2, 2.3, 2.7)
Dickinson, D.K., Patton O., & Tabors, P. O. (2001)
Beginning literacy with language: young children learning at home
and school. Baltimore, MD: Paul H. Brookes Publishing.
Smolkin, L.B., & Donovan, C.A. (2001) The
contexts of comprehension: information book read alouds and comprehension
acquisition (Report #2-009). Ann Arbor, MI, Center for the Improvement of Early
Reading Achievement.
Phonemic Awareness (IRA Standard 2.7, 4.1)
Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky,
D., and Seidenbert, M. S. (2002, March).
How should reading be taught?
Scientific American, 85-91.
Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky,
D., and Seidenbert, M. S. (2001).
How psychological science informs the teaching of reading. Psychological Science in the Public
Interest, 2(2), 31C74.
Fielding BBarnsley,
R. (1997). Explicit instruction in
decoding benefits children high in phonemic awareness and alphabetic
knowledge. Scientific Studies
of Reading, 1, 85-98.
Guswami, U. & Bryant, P. (1990). Phonological skills and learning to read. East
Sussex, UK: Lawrence Earlbaum.
Adams, M. J. (1990). Beginning
to read: thinking and learning about print. Cambridge, MA: MIT Press.
Phonics (IRA Standard 2.1, 6.1, 6.2, 6.3)
Foorman, B.R., Francis, D.J., Fletcher, J.M., &
Schatschneider, C. (1998). The role of instruction in learning to read:
Preventing reading failure in at-risk children. Journal of Educational
Psychology, 90(1), 37-55.
Fluency (IRA Standard 8.2)
Kuhn, M. R., & Stahl, S. A. (2001). Fluency: a
review of developmental and remedial practices (Report #2-008). Ann Arbor, MI: University of
Michigan, Center for the Improvement of Early Reading Achievement.
Rasinski, T. (1990). Effects of repeated reading and listening-while-reading on
reading fluency. The
Journal of Educational Research, 83(3), 147-150.
Dowhower, S. (1987). Effects of repeated readings on second-grade transitional
readers' fluency and comprehension.
Reading Research Quarterly, 22, 389-406.
Reutzel, D. R. and Hollingsworth, P.M. (1993). "Effects of fluency training on
second grade students' reading comprehension. The Journal of Educational Research, 86(6), 325-331.
Comprehension (IRA standard 1.5, 7.1, 7.2, 7.3,
7.4, 7.5,)
Pearson, P. D., Hansen, J., & Gordon, C. (1979).
The effect of background knowledge on children=s comprehension of implicit and explicit information. Journal of
Reading Behavior, 11(3), 201B209.
Roehler, L.R., & Duffy, G.G. (1984). Direct explanation of
comprehension processes. In G.G. Duffy, L. R. Roehler, & J. Mason (Eds.), Comprehension
instruction: Perspectives and suggestions (pp.265-280). New York: Longman.
Dole, J. A., Brown, K. J., & Trathen, W.
(1996). The effects of strategy
instruction on the comprehension performance of at-risk students. Reading
Research Quarterly, 31, 62-88.
van den Broek, P. (2001). Fostering comprehension skills in preschool children. Paper presented at the CIERA Summer Conference, Ann
Arbor, MI.
Text Structure (IRA Standard 7.6)
Mandler, J. M., & Johnson, N. S. (1977).
Remembrance of things parsed: Story structure and recall. Cognitive
psychology, 9, 111-151.
Stein, N. L., & Glenn, C. G. (1979). An analysis
of story comprehension in elementary school children. In R. O. Freedle (Ed.), New
directions in discourse processing
(pp. 53-120). Hillsdale, NJ: Lawrence Erlbaum Associates.
Dickson, S.V., Simmons, D.C., & Kameenui,
E.J. (1998). Text organization:
Instructional and curricular basics and implications. In D.C. Simmons & E.J. Kameenui (Eds.), What reading
research tells us about children with diverse learning needs: Bases and basics. Mahwah,
NJ: Lawrence Erlbaum Associates.
Vocabulary (IRA Standard 6.6)
Nagy, W.E. (1985). Learning words from context.Reading
Research Quarterly, 20, 233-253.
McKeown, M.
(1993). Creating effective definitions for young word learners. Reading
Research Quarterly, 28, 16-31.
Reutzel, D. R., & Hollingsworth, P. M. (1988a).
Highlighting key vocabulary: A generative-reciprocal procedure for teaching
selected inference types. Reading Research Quarterly,
23(3), 358-378.
Book Access (IRA Standard 5.1)
Worthy, M. J., Moorman, M., & Turner, M. (1999).
What Johnny likes to read is hard to find in school. Reading Research
Quarterly, 34(1), 12-27.
Neuman, S. B., & Celano, D. (2000). Access
to print in low-income and middle-income communities: An ecological study of
four neighborhoods. Reading
Research Quarterly, 36 (1),
8-26.
Neuman, S. B. (1999). Books make a difference: a study
of access to literacy. Reading Research Quarterly, 34(3), 2-31.
Madrigal, P., Cubillas, C., Yaden, D. B. Jr., Tam, A.,
& Brassell, D. (2001). Creating a book loan program for inner-city
latino families (Report #2-003). Ann
Arbor, MI: University of Michigan, Center for the Improvement of Early Reading
Achievement.
Duke, N. K. (2000). For the rich it=s richer: print experiences and environments offered
to children in very low- and very high-socioeconomic status first-grade
classrooms. American Educational Research Journal, 37,
441-478.
Duke, N. K. (2000). 3.6 minutes per day: The scarcity
of informational texts in first grade. Reading Research Quarterly, 35(2),
202-224.
Teacher/School Characteristics (IRA Standard 2.9)
Collins-Block, C., Oakar, M., & Hurt, N. (2002).The Expertise of Literacy
Teachers: A continuum from preschool to grade 5. Reading Research Quarterly, 37(2), 178-206.
Taylor, B. M., Pearson, P. D., Clark, K. F., &
Walpole, S. (2001). Beating the odds in teaching all children to read (Report
#2-006). Ann Arbor, MI: University of Michigan, Center for the Improvement of
Early Reading Achievement.
Reading Recovery (IRA Standard 2.9)
Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A.
S., & Seltzer, M. (1994). Comparing instructional models for the literacy
education of high-risk first graders. Reading Research
Quarterly, 29(1), 8-39.
Oral reading (IRA Standard 5.2)
Reutzel, D. R., Hollingsworth, P. M., & Eldredge,
J. L. (1994). Oral reading instruction: The impact on student reading
development. Reading Research Quarterly,
23(1), 40-62.
School Family Connections (IRA Standard 5.8, 11.3)
Purcell-Gates, V. (1996) Stories, Coupons, and the TV
Guide: Relationships between home literacy experience and emergent literacy
knowledge. Reading Research
Quarterly, 31(4), 406-428.
DeBruin-Parecki, A. (2001). Assessing adult/child
storybook reading practices (Report
#2-004). Ann Arbor, MI: Center for the Improvement of Early Reading
Achievement.
Engagement (IRA Standard 5.2, 5.3, 5.4, 5.5)
Guthrie, J. T., & Wigfield, A. (1999). How
motivation fits into a science of reading. Scientific Studies of Reading, 3(3), 199-205.
Turner, J. C. (1995). The influence of classroom
contexts on young children=s motivation
for literacy. Reading Research Quarterly, 30(3), 410-441.
Technology (IRA Standard 5.7)
Labbo, L. D. (1996). A semiotic analysis of young
children=s symbol making in a classroom computer center. Reading
Research Quarterly, 31(4), 356-385.
Assessment (IRA Standard 2.9, 4.1, 4.2, 4.3, 4.4,
10.1, 10.2)
Paris, S. G., Paris, A. H., & Carpenter, R. D.
(2001). Effective practices for assessing young readers (Report #3-013). Ann Arbor, MI: University of
Michigan, Center for the Improvement of Early Reading Achievement.
Meisels, S. J. (2001). Assessing readiness (Report #3-002). Ann Arbor, MI: University of
Michigan, Center for the Improvement of Early Reading Achievement.
Meisels, S. J., & Piker, R. A. (2001).An analysis
of early literacy assessments used for instruction (Report #2-013). Ann Arbor, MI: University of
Michigan, Center for the Improvement of Early Reading Achievement.
Early Literacy (IRA Standard 2.7)
Neuman, S. B., & Roskos, K. (1992). Literacy objects as cultural
tools: Effects on children=s literacy
behaviors in play. Reading Research Quarterly, 27(3), 203-225.
Suggested Student Assignments:
Students will read and discuss all of the classical
studies listed above and complete a research summary sheet for three of the
studies.
The contemporary studies will be assigned by topic to
small groups of students and presented in class for discussion. The number of
topics and articles selected for review and discussion will vary based upon
student enrollment in the course.
Visit a school and develop a case study explaining
what research supports reading instruction in a classroom within the school.