University of Wisconsin Stout | Wisconsin's Polytechnic University

RDGED 701 Developmental Reading K-12

Online Course 3 semester hours graduate credit
Instructor: Carolyn Horton
Tuition and Registration
June 4 - August 17, 2012

Who should enroll?

This course is designed for classroom teachers and support staff at all levels including Title I and special education teachers, reading specialists, and curriculum directors.

Description

Concepts, methods, research, and historical developments that form the foundations of teaching reading. Pedagogical considerations, including general conditions for learning to read and write; developmental phases of reading; principles of good reading instruction; development of a  personal philosophy about teaching reading as a reflective practitioner.

This course focuses on evidence-based instructional practices to promote word recognition, fluency, and comprehension along with procedures to assess children's development as they move from emergent literacy to learning to read and into the reading to learn stage. The influence of research upon teaching procedures and the selection and use of reading materials for instruction will also be considered.

This class will provide a broad understanding of the processes by which students learn to read and write within the context of today's diverse learning communities.

This is one of the required courses for individuals pursuing reading teacher certification, WI 316. This course is an approved elective in the Master of Science in Education online degree program.

NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university or reading certification program.

Textbook

Readings will be assigned from all of the following textbooks:

1. Temple, C., Ogle, D., Crawford, A., Freppon, P. (2011). All children read - Teaching for literacy in today's diverse classrooms, 3rd Edition. Boston, MA: Pearson Allyn Bacon. ISBN-13: 978-0-13-209226-5 (without MyEducationLab)
   Available from amazon.com or from http://www.mypearsonstore.com or by telephone 1-800-922-0579 
   
   
2. Blevins, W. (2006). Phonics from A-Z. (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3 Available from amazon.com
   
   
3. Free download:National Institute for Literacy (NIFL) booklet entitled: Put reading first:The research building blocks for teaching children to read 
   Download and print 56 pg. booklet color PDF (1.25 MB)
   
   

Learning Outcomes

Upon completion of this course, students will be able to:

1. Analyze the major theories of language development, cognition and learning.
   (WI DPI 5.1, 5.2, 6.1, 6.2) (IRA 1.1, 1.2, 1.3)
2. Demonstrate an understanding of phonemic, morphemic, semantic, syntactic, and pragmatic cueing systems and their relation to the reading and writing process.
   (WI DPI 2.1, 2.2, 2.3, 5.3) (IRA 1.1, 2.1, 2.2, 2.3, 3.2, 4.1)
   
3. Identify research-based instructional and assessment practices for promoting literacy development of beginning, developing and fluent readers and writers.
   (WI DPI 6.2, 6.3) (IRA 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.3)
   
4. Evaluate methods and materials that embrace and accept diversity.
   (WI DPI 3.1, 7.1) (IRA 2.1, 2.2, 2.3, 4.3, 5.1, 5.2, 5.3, 5.4)
   
5. Summarize the effectiveness of instructional and information technologies to support literacy learning
   (WI DPI: 6.4, 8.1, 8.2) (IRA 2.2, 2.3, 3.1, 4.2)
   
   

Alignment with State and National Reading Standards

Course objectives are aligned with the following:

Wisconsin Standards for Teacher Development and Licensure, International Reading Association's Standards for Reading Professionals (IRA 2010),  and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)

No travel to campus is required. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule. Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing. Instruction will be differentiated to accommodate learners with varying levels of technical knowledge.

The class is highly interactive with a significant discussion component. All discussion postings, projects and assignments will be submitted via the course discussion board and dropbox. Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions. This class is a valuable first step for those interested in exploring a career as a reading teacher.

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The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

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