• Totally online - no travel to campus required
• Next session
  RDGED 701 September 22 - December 5, 2008
  
• 3 graduate credits

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

The Developmental Reading course may be taken as an online professional development course or you may enroll in this course as one of the courses in the sequence for reading certification (WI 316)

1. RDGED 701 Developmental Reading K-12
2. RDGED 702 Reading in the Content Areas K-12
3. RDGED 703 Children's Literature in the Reading Program (gr. K-5)
   or
   RDGED 704 Young Adult Literature in the Reading Program (gr. 6-12)
4. RDGED 706 Assessment and Evaluation of Reading and Language Development
5. RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties
6. RDGED 707 Practicum in Reading Difficulties    

You may also take this course as a component of the Master of Science in Education degree, online or on campus.

Conducted online with no face-to-face class sessions, you may participate using your home or work computer without having to drive to campus. .

You will connect to learning modules and class discussion via the World Wide Web and obtain readings, retrieve and submit assignments, access the university's online library resources, discuss with other participants, and have frequent personal contact with the instructor via email.

The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via e-mail or presented via the WWW. Instructor/peer comments will be available through discussion groups or sent by e-mail. This class is a valuable first step for those interested in exploring a career as a reading teacher.

Required Textbooks and Software:

Textbooks - Readings will be assigned from all of the following textbooks:

1. Temple, C., Ogle, D., Crawford, A., Freppon, P. (2008). All children read – Teaching for literacy in today’s diverse classrooms.  Boston, MA: Pearson Allyn Bacon. Order online from: Allyn & Bacon/Longman Publishers or by telephone: 800 922-0579  
   Be sure to order the 2008 edition:
   ISBN-13: 9780205571703 includes Teach It! Booklet of Strategies

2. Hinson, Bess, Editor.  New directions in reading instruction revised. (2000) Newark, DE: International Reading Association.
   Order online from: www.reading.org or by telephone from 800 336-7323
   IRA Order #259  

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. black and white PDF (640 KB) version or color PDF (1.25 MB)  

Software - Access to Microsoft Word is required to prepare the documents during the course. Microsoft Office is is available to UW-Stout students at a university student discount of $30. The software maybe purchased online at WISC: the Wisconsin Integrated Software Catalog.

IMPORTANT NOTE: You must be registered for a course at UW-Stout before you will be able to access the WISC catalog and order software. You will not be able to purchase software until you have received your university username and password. Then you will be able to login to the WISC catalog.

If you receive this message -- "The records supplied by your institution do not allow us to verify your eligibility at this time. Please verify that you have entered the correct information." -- call ASK5000 Help Desk at 715-232-5000 for any login issues.

Content Outline

Course Introduction
Module 1: Orientation Activities - Technology and Course Materials

Processes by which Children Learn to Read and Write
Module 2: Literacy processes and stages, social and cultural context for teaching children to read.
Module 3: Aspects of language that teachers need to know to teach reading and writing.

Instructional Aspects of Reading and Writing
Module 4: Concepts about language and print that form the basis for learning to read and write
Module 5: Phonics and word knowledge that provide the foundation for developing meaningful reading and writing
Module 6: Comprehension of text resulting from theoretical background in schema and reader response resulting in fluent readers
Module 7: Demands of reading and learning from informational text
Module 8: Contributions of the writing process to literacy development

Effective Reading Instruction
Module 9: Beginning Reader: Grades K-2 and Developing Reader: Grades 3-5
Module 10: Fluent Reader: Grades 6 & Above and Teaching the English Language Learner

Course Reflections
Module 11: Application Activity

Alignment with State and National Reading Standards
This class will help participants meet the International Reading Association’s Standards for Reading Professionals (IRA 2003) and the Content Guidelines for Reading Teachers State of Wisconsin – DPI (p. 180) by addressing standards listed in parenthesis below.

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 1.4, 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 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2)
4. Evaluate methods and materials that embrace and accept diversity.
   (WI DPI 3.1, 7.1) (IRA 2.2, 2.3, 4.3, 4.4)
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)

Participants in this class will gain experience that will help them meet the following Wisconsin Teaching Standards: 1,2,3,4,5,6,7,8,9,10

Prerequisites:
Hardware and Software Requirements

What are the minimum technology requirements?

Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.

Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.

If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.

• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3

All projects will be exchanged by posting to online storage or the course DropBox, and your peers and instructor will provide suggestions and comments by posting to the discussion board.

Take a few minutes to review the Frequently Asked Questions, (FAQs).

Instructor:
Carolyn Horton - background information

REGISTRATION:
Sign Up Soon
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option in fall and spring, but it is not available during summer session. Refund policy

Enrollment is limited to twenty participants; register online .

Check out the list of additional online classes.

For additional information, e-mail your comments or questions to:

Contact: Joan M. Vandervelde
Online Professional Development Coordinator
School of Education
University of Wisconsin - Stout
Menomonie, WI 54751
phone: (715) 642-0209
fax: (715) 232-3385

Introduction Activities
After you are enrolled, review the orientation, Student Expectations and Responsibilities and Academic Expectations and Dishonesty Policy .