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104 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION YEAR: SEMESTER: COURSE CODE: EDRL 6005 COURSE TITLE: SETTING UP SCHOOL-BASED READING PROGRAMMES NUMBER OF CREDITS: 4 COURSE DESCRIPTION: This course, Setting up School-based Reading Programmes, is, as its name suggests, essentially about the establishment of reading programmes in the schools of Trinidad and Tobago, using conditions in the latter as a critical basis in addition to insights gleaned from relevant research in other jurisdictions. It will explore topics such as reviewing reading programmes; targeting and profiling students; differentiating instruction; formulating a schoolbased reading policy; evaluating, selecting, and designing instructional materials; communicating with parents/guardians; and mentoring non-specialist teachers. These topics will be addressed through various strategies, including interactive lectures, demonstration workshops, online discussion forums, webcasts, podcasts, and individual and group presentations. The course aims to equip the participants with the knowledge, skills, and attitude necessary for establishing and overseeing reading programmes. Prior to taking this course, participants must complete the following four (4) courses: Theoretical Foundations of Reading Instruction, Reading Diagnosis, Intervention, and assessment, ICT for Reading, and Teaching Reading in the content Areas, all of which are Year 1 courses that provide the content basis for exploration of the foci mentioned above. CONTENT Content is divided into Foundations and Practice. Under Foundations, the following four units will be addressed: • The nature of school-based reading programmes • Reading policies and programme perspectives • Reading programme models (secondary education) • Specification for Designing Reading Programmes. Under Practice, the following unit will be addressed: Evaluating reading programmes. General Objectives In order to achieve these goals, the participants will: • Examine intervention reading programmes and identify their effective features. • Identify common issues and challenges in setting up school-based reading programmes. • Explore various philosophies that have guided reading programme policies and link particular perspectives to reading programme types. • Compare various models of reading programme development. • Devise a reading policy for their school using a researchbased perspective. • Explore specifications/standards for designing reading programmes and use them to design a programme for their school. • Evaluate reading programmes for suitability to local situations. Course Assessment The assessment for this course comprises coursework only (100%), broken down as follows: programme planning (60%) and programme evaluation (40%). Resources Allington, R. L. (2006). Critical factors in designing an effective reading intervention for struggling readers. In C. Cummins (ed.), Understanding and implementing Reading First initiatives: The changing role of administrators, pp. 127-138. Retrieved April 22, 2009, from http://teachersread.net/pdf/ ImplementRFCH.pdf. Anderson, L.A., Benson, E.P. (1960). Setting up a reading clinic. Peabody Journal of Education, 37(5), 274-280. Cuevas, P., Schumm, J.S., Mits-Cash, M., & Pilonieta, P. (2006). Reading clinics in the U.S.: A national survey of present practice. Journal of Reading Education, 31(2), 5-12. Duncan-Owens, D. (2009). Scripted reading programs: Fishing for success. Principal, 88(3), 26-29. Dunston, P.J. (2007). Instructional practices, struggling readers, and a university-based reading clinic. Journal of Adolescent and Adult Literacy, 50(5), 328-36. Early, M. J. (1969). What does research in reading reveal about successful reading? programs? The English Journal, 58(4), 534-547. Grissom, L.V. (1961). Characteristics of successful reading improvement programs.The English Journal, 50(7), 461-474. Hill, D. R. (1997). Setting up an extensive reading programme: Practical tips. The Language Teacher Online. Retrieved from http://www.jalt-spublications.org/tlt/files/97/may/hill.html. Hoffman, J.V., & Rutherford, W.L. (1984). Effective reading programs: A critical review of outlier studies. Reading Research Quarterly, 20(1), 79-92. Jensen, D.A., & Tuten, J.A. (2007). From reading clinic to reading community. Reading Horizons Journal, 47(4), 295-313. Jensen, D.A., & Tuten, J.A. (2008). Re-visioning the reading clinic experience: Tutoring at the edge of one’s comfort zone. Journal of Reading Education, 34(1), 25-32. Johns, J.L. (1992). From traditional reading clinics to wellness centers. Eric Document ED349 544, CS011 034. Just Read Florida. (n.d.). Reading programme specifications. Retrieved April 22, 2009 from http://www.justreadflorida. com/docs/reading_program.pdf. Kame’enui,E.J.,& Simmons,D.C.(2000).Planning and evaluation tool for effective school wide reading programs. Institute for the Development of Educational Achievement. NCATE. (1955). Reading clinics: How they operate and what they accomplish: Panel discussion No. 8. College Composition and Communication, 6(3), 174-176. Schacter, J. (n.d.) Reading programs that work. Retrieved April 22, 2009 from http://www.mff.org/pubs/ME279.pdf. Slavin, R.E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290 – 322. Walmsley, S. A. (1981). On the purpose and Content of secondary reading programs: An educational ideological perspective. Curriculum Inquiry, 11(1), 73-93.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION YEAR: SEMESTER: COURSE CODE: EDRL 6006 COURSE TITLE: SUPERVISION AND LEADERSHIP IN READING NUMBER OF CREDITS: 4 COURSE DESCRIPTION: This course, Supervision and leadership in reading, is essentially about producing leaders in the field of reading instruction. It has two principal foci: 1) supervision of school staff responsible for implementing national and school-based reading policies, and 2) provision of contextappropriate leadership in issues related to reading for school communities. These foci will be elaborated through exploration of major issues such as below-grade-level reading performance, reading motivation, and reader identity, as well as theories and approaches to reading leadership, especially as they relate to motivating staff who may not view themselves as reading teachers. The exploration will be effected mainly through faceto-face lectures, e-tutoring, webcasts, podcasts, and individual and group presentations. The course aims to prepare the participants to assume leadership and supervisory roles in schools with respect to the teaching of reading. Prior to taking this course, participants must complete the following four (4) courses: Theoretical Foundations of Reading, Reading Diagnosis, Intervention, and Assessment, ICT for Reading, and Teaching Reading in the content Areas, all of which are Year 1 courses that provide the content basis for exploration of the foci mentioned above. CONTENT The following units will be covered: • Motivating content area teachers to be teachers of reading. • Creating reading cultures in schools. • Mentoring non-specialist reading teachers. • Initiating and supervising study circles. • Using ICT to disseminate research on best practices. • Developing and monitoring reading programme accountability systems. General Objectives In order to achieve the goal, the participants will: • Plan and coordinate school-wide reading projects for constant improvement of reading in the content areas; • Monitor classroom reading instruction for the purpose of gathering data and providing feedback for refinement and improvement of practice; • Conduct on-site training seminars to empower fellowteachers in the integration of reading instruction into their specific content areas. • Organise creative and effective reading environments. Course Assessment The assessment comprises coursework and a final examination. Coursework (40%) will comprise (a) A school-based research project (20%) (b) A digital portfolio (20%). The final examination will be of 3 hours’ duration and be worth 60% of the total marks. Resources Textbooks Guth, D. N., Pettengill, S.S. (2005). Leading a successful reading program: Administrators and reading specialists working together to make it happen. Urbana, IL: International Reading Association. ISBN 13 978-0-87207-579-5 Irvin, J.L., Meltzer, J., Mickler, M.J., Phillips, M., & Dean, N. (2009). Meeting the challenge of adolescent literacy: practical ideas for literacy leaders. Urbana, IL: International Reading Association. ISBN 978-0-87207-689-1 Readings Supervision and Leadership Alger, C. L. (2007). Engaging student teachers’ hearts and minds in the struggle to address (il)literacy in content area classrooms. Journal of Adolescent and Adult Literacy, 50, 620-630. Baker, M.I. (2002). Reading resistance in middle school: What can be done. Journal of Adolescent & Adult Literacy. 45 (5), 364-366. Cavazos-Kottke, S. (2005, November). Tuned out but turned on: boys’ (dis)engaged reading in and out of school. Journal of Adolescent & Adult Literacy, 49(3), 180–184. Clay, M. M. (1991). Becoming literate: the construction of inner control. Portsmouth, N.H.: Heinemann, 1991 Dole, J. A. (2004). The changing role of the reading specialist in school reform. The Reading Teacher, 57, 462-470. Fisher, D. & Ivey, C. (2006). Evaluating the interventions for struggling adolescent readers. Journal of Adolescent and Adult Literacy, 50, 180-189. Humphrey, J. W., Lipsitz, J., McGovern, J. T., & Wasser, J.D. (2005). Reading matters: Supporting the development of young adolescent readers. Phi Delta Kappan, Digital. Knowles, E.; Smith, M. (1997). The reading connection: Bringing parents, teachers, and librarians together. Englewood: Colo. Libraries Unlimited. (Available electronically through U.W.I. subscribed netlibrary.com). Lenters, K. (2006). Resistance, struggle, and the adolescent reader. Journal of Adolescent and Adult Literacy, 50, 138-146. Lesley, M. (2005). Looking for critical literacy with post baccalaureate content area literacy students. Journal of Adolescent and Adult Literacy, 48, 320-333. Snow, C. E., & Verhoeven, L. T. (2001). Literacy and motivation: Reading engagement in individuals and groups. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc 105
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