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102 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION YEAR: SEMESTER: COURSE CODE: EDRL 6003 COURSE TITLE: TEACHING READING IN THE CONTENT AREAS NUMBER OF CREDITS: 4 COURSE DESCRIPTION: This course, Teaching Reading in the content Areas, is essentially about models and strategies for delivering reading instruction to students at the secondary level. It is also about ways of judging the match between students, texts and contexts, as well as about methods of guiding content area teachers toward fostering environments in which both struggling and non-struggling adolescent readers can thrive. It is delivered partly through lectures supported by online delivery components and partly through workshops supported by online delivery components. Its purpose is to equip participants with the knowledge and skills necessary for using diagnostic information in planning and implementing instructional strategies, assessing the outcome, and providing feedback to students to facilitate the improvement of contentarea reading competence. Prior to taking this course, participants must complete two (Semester 1) courses in reading: Theoretical Foundations of Reading and Reading Diagnosis, Intervention, and assessment, both of which provide the content basis for the application of the technologies in the current course. CONTENT Content is comprised of content-area reading foundations and Strategy workshops. Foundations The following topics will be addressed: Background to content area reading instruction Key abilities in dimensions of content area reading ability; factors accounting for differences in ability Assessment in content area reading Instructional models Strategy workshops The following topics will be addressed: • Global planning; frames and units • Pre-reading strategies – activating prior knowledge; interest and motivation; active reading • Pre-reading strategies – word identification; meaning vocabulary • Guided strategies during reading – comprehension (text organization; visual summaries/graphic organizers); metacomprehension; active reading strategies (questioning and answering strategies); metacognition (monitoring and fix-up strategies) • Group interactions and text – jigsaw; reciprocal teaching • Post-reading strategies – reinforcing and extending • Study strategies – fostering independence • Developing curriculum-based assessments (CBAMS). General Objectives In order to achieve the course goal, the participants will: 1. formulate a sound rationale for weaving reading instruction into content area teaching/learning. 2. readily apply useful instructional models, strategies, and tools for developing and fortifying reading skills while fostering the development of content area reading expertise. 3. apply a variety of instructional configurations in delivering reading instruction. 4. use appropriate research-based tools to determine students’ content area reading level and to determine appropriacy of content area reading materials for specific groups. 5. provide appropriate professional development and support for content area teachers. 6. locate or devise tools for monitoring content area teachers’ level of implementation of reading strategies and practices in the regular classroom. Course Assessment Coursework will be worth 40% and will comprise • A discussion forum (on aspects of reading instruction or the reading process) (5%) • Displays of creations that support different aspects of reading development (10%) • Three article reviews (15%) • Group presentations on a unit of 5 lessons in a content area. (10 %). The final examination will be of 3 hours’ duration and be worth 60% of the total marks. The questions will address links between theory and best practice and will also address contributions to the development of best practices in particular areas of reading. Resources Biancarosa, G., & Snow, C. E. (2006). Reading next A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliance for Excellent Education. Dobbs, O. (2003). Using reading strategies to reduce failure rate in the content area. ED479208. Retrieved from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_ storage_01/0000019b/80/1b/47/3b.pdf Mckenna & Robinson. (2009). Teaching through text: Reading and writing in the content Areas. Allyn & Bacon: Moats, L.C. (2001). When older students can’t read. Educational Leadership, 58(6), 36-40. Moore, D. W., Readence, J. E., & Rickelman, R. J.. (2003). An historical exploration of content area reading instruction. Reading Research Quarterly, 18( 4), 419-438. Neufeld, P. (2005). Comprehension instruction in content area classes. The Reading Teacher, 59(4), 302-312. Vacca, R.T., & Vacca, J.L. (2007). content area reading: Literacy and learning across the curriculum. Allyn & Bacon: Tierney, R.J., & Readence, J.E. (2004). Reading strategies and practices: A compendium (6th ed.) The Wilson Company (2002). Reading and writing in the content area. Educational Leadership, 60(3). Tompkins, G. A. (2010). Literacy for the 21st century: Teaching reading and writing in grades 4 through 8. Allyn & Bacon: Troia, G. A. (2006). Meaningful assessment of content-area literacy for youth with and without Disabilities, 31(69). Retrieved December 17, 2008 from http://aei.sagepub.com/cgi/ content/abstract/31/2/69. Journals
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION YEAR: SEMESTER: COURSE CODE: EDRL 6004 COURSE TITLE: INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) FOR READING NUMBER OF CREDITS: 4 COURSE DESCRIPTION: This course, Information and Communication Technology (ICT) for Reading, is essentially about the selection and use of a variety of technologies to support reading instruction and assessment. Such technologies include word processors, reading software, blogs, podcasts, and e-books. They will be explored through various strategies, including interactive lectures, professional dialogue, hands-on laboratory activities, and demonstrations. The purpose of the course is to equip students with the technical and pedagogical background needed to integrate technology that they can then apply and extend as they undertake the other courses in the Programme and assume their role as reading professionals. The course addresses Standards 2, 3, and 4 of the International Reading Association (IRA) Standards for Reading Professionals (2003). Prior to taking this course, participants must complete two (Semester 1) courses in reading: Theoretical Foundations of Reading and Reading Diagnosis, Intervention, and assessment, both of which provide the content basis for the application of the technologies in the current course. Content The course will address the following topics: • Integrating technology in the reading curriculum • Using technology to support reading instruction • Using technology to support assessment and profiling of students • Using technology to capture information about students, teachers and schools • Using technology for knowledge management • Communicating about reading through technology. General Objectives In order to achieve the course goal, the participants will: • Select, plan, and demonstrate the use of ICTs in reading instructional practices • Review, use, and interpret data from technology-based reading assessments • Review and select technology-based information on a variety of cultural and linguistic situations for application to their own • Use ICTs to support their own research as well as collaborative research with others. Course Assessment The participants will be assessed on 100% coursework as outlined below: Assessment 1 – Electronic Portfolio – 60% In order to determine whether or not the course objectives are met, the participants will each submit an electronic portfolio with seven (7) lesson plans that demonstrate the integration of: word processors, concept mapping software, reading software, the internet, ebooks, blogs, podcasts, and wikis. The lesson plans need to be developed using sound instructional design principles and should follow the template provided. Assessment 2 – Web 2.0 in Reading Instruction Paper – 20% There is a dearth of research on how Web 2.0 technologies (blogs, wikis, and podcasts) can be used to support reading instruction. Although many authors have described their potential, it is often in broad terms that may not be useful to Reading Specialists. In order to fill this gap, each participant will write a thought-paper exploring how a Web 2.0 technology can be used to support one of the key reading components (decoding, morphology, fluency, vocabulary, or text comprehension) or reading development (reading assessment, writing, or motivation). The paper should take account of the foundational areas and provide detailed examples of instructional strategies. Assessment 3 – Reading Specialist Blog – 20% In order to get the participants accustomed to their responsibilities, over the course of the semester they will post their reflections and insights, as well as any news, research, and instructional strategies sent from listervs and RSS feeds, to their own Reading Specialist Blog. Resources myeLearning (Moodle) – Learning Management System International Society for Technology in Education – http://www. iste.org/ International Reading Association (2002). Integrating literacy and technology in the curriculum: A position statement of the International Reading Association. Retrieved February 22, 2009 from: http://www.reading.org/General/AboutIRA/ PositionStatements/TechnologyPosition.aspx 103
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