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Stern, H.H. (1991) Fundamental Concepts of Language Teaching, 7 th Edition, New York.Oxford University Press.Woods, P. (1989) Working for Teacher Development, Norfolk: Peter Francis Publishers.Woodward, T. (1991) Models and Metaphors in Language Teacher Training:Loop Input andOther Strategies, Cambridge: Cambridge University Press.AssessmentLearning on this course will be assessed by coursework, marked out of 40%, and writtenexamination, marked out of 60%. Coursework will consist of both short written assignments andpractical activities. The latter will be assessed in part during practice teaching.LLE 7102 SCHOOL AND COLLEGE READING AND WRITING PROGRAMMESLearning OutcomesLearners will be able to:(i) Conduct research in the two areas of reading and writing;(ii) teach the skills of reading across grade levels;(iii) teach the skills of writing across grade levels and for different educational purposes,(iv) develop reading programmes in defined contexts.ObjectivesThe course is designed to equip learners with:(i) knowledge of basics in reading and writing, both as skills and as activities;(ii) skills in developing reading and writing programmes for various age groups;(iii) skills of teaching the two skills;(iv) competences for selecting, grading and developing reading instruction materials,and(v) competences for scientific inquiry into reading and writing developments.ContentIn this course, learners will be exposed to theories of reading and their influence on readingcurricula and teaching practices around the world. Course content will include relevant literarytheory, teaching of the sub-skills of reading and their application. Other content areas will bewriting ability, the teaching of reading and writing in different language learning contexts;development of a reading culture among younger and older age groups.Teaching MethodsLectureSmall groupSeminarWorkshopCourse Outline18
Week Content/Activity1 Reading Theory and ResearchRelationship between reading and writingMother tongue readingSecond- and foreign language readingSchool reading practices – Uganda, other typologiesCurrent emphases in school writing programmes2 Pre-reading Skills and Reading ReadinessReading as cognitionPsycholinguistic demandsReading difficulty and correction strategies3 Developing Linguistic and Metalinguistic Skills in PrimaryGradesPhonological SkillsPhonemic awarenessAlphabetical SkillsSyllabic awarenessReading speed, speed readingAccuracyVocabulary skills – word and phrase recognitionComprehensionUsing dictionariesAssessing reading in the primary school4 Developing Linguistic and Metalinguistic Skills in SecondaryGradesSelecting materials – age, language attainmentSelecting textsProsodyCohesive referenceCoping with structureComprehensiveInferenceComprehensionAssessing reading in the secondary school5 & 6 School and Community Reading ProgrammesReading for leisureMaking literature accessible for all – the classicsReading across the curriculumSelecting & grading children‟s literatureStudent- and teacher-librariansSetting up reading support for adultsDeveloping self-help manuals for community7 Academic Reading and Referencing SkillsLibrary skills19
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