Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - RED6747
Tracking Number - 1623
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Approved, Permanent Archive - 2007-11-08
Course Change Information (for course changes only):
- Date & Time Submitted: 2007-10-18
- Department: Childhood Education
- College: ED
- Budget Account Number: 172100
- Contact Person: Nancy Williams
- Phone: 25912
- Email: email@example.com
- Prefix: RED
- Number: 6747
- Full Title: History and Models of Reading: Prevention and Intervention of
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Hst Mdls Rdg: Prev. Rd Dif
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: History and Models of Reading: Prevention and Intervention of Reading Difficulties reintroduces students to literacy through the historical and scientific research perspective.
- Please briefly explain why it is necessary and/or desirable to add this course: This course is currently part of the Reading MA and the Reading Endorsement requirements. We are requesting a change in title and course description to be more inclusive of current research and mandates in reading.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? It is part of our reading endorsement and our MA in Reading including certification in reading K-12.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? NA
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) A Ph.D. in Reading
- Objectives: A. Students will develop an understanding of the different instructional models that have guided reading instruction in the last century, including whole word, letter-sound associations, readiness, direct instruction, whole language, and others.
CF-2, CF-6, FL AP-8, IRA AP-1; Florida Reading Competencies: 2
B. Students will develop conceptual understanding of the connections between theoretical models of literacy learning and the instructional models that emanate from the theory. CF-2, CF-4, CF-6, FL AP-11, IRA AP-2; Florida Reading Competencies: 2
C. Students will demonstrate in-depth understanding of the relationships between theory and practice by developing a model of the connections between literacy theory, literacy research, and literacy instruction and the larger social milieu.
CF-1, CF-4, CF-5; Florida Reading Competencies: 2
D. Students will demonstrate their understanding of paradigmatic shifts in literacy by completing a project that identifies the different paradigms in literacy, relates each to classroom practices, identifies the classic studies associated with the paradigm, and relates the paradigm to the societal movements that were occurring at the time. CF-1, CF-2, CF-4, CF-5, CF-6
- Learning Outcomes: 1. Research and prepare a written report and an oral presentation on one of the five key areas of reading instruction identified by the National Reading Panel: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Include use of the references listed but go beyond into other sources as well. Determine the model(s) influencing the research, and the history of instruction in your topic. Review the support and critiques.
References and resources for readings include the following texts, though comparable sources might be used, (e.g., more recent editions, other articles by same authors, more recent research or reporting of research), in order to stay abreast of effective practices
- Major Topics: 1. Paradigmatic Shifts and instructional models
a. Kuhn (Structure of Scientific Revolution)
b. History of linguistics
i. Classic Inventionalists: Huey, Thorndike, Cattel
d. Instruction and models of best practice
i. Taylor, Ford…models of efficiency
ii. Concepts including: neural ripening, reading readiness,
e. Clinical model – medical models
i. concepts include: minimal brain dysfunction, dyslexia
ii. Insider language-outsider language
iii. Notions of disability and the representation of readers
f. Cognitive Science; information processing
g. Collaborative, sociocultural, sociolinguistic perspectives
h. Critical perspectives, feminist perspectives
2. History of Research
a. Seminal Research that has had impact on instruction
b. Research that should have had impact
c. Research that had impact but should not have
3. Instructional Models
a. Reading Readiness,
c. Direct Instruction
d. Whole word
f. Whole language
4. National Reading Panel identification of 5 areas in reading: Phonemic Awareness, Phonics, Fluency., Vocabulary, Comprehension
a. Analysis of models and epistemological assumptions underpinning the research, and the research methodology.
i. Instructional programs in each area
ii. Resources of practices
iii. Resources of materials
iv. Evaluation of materials (Books) and practices
- Textbooks: The following texts are a sample of the readings for the course
Adams, M. J. (1994/1996). Beginning to read: Thinking and learning about print. Cambridge: Massachusetts Institute of Technology.
Barr, R., Kamil, M., Mosenthal, P., & Pearson, D. (1991). Handbook of reading research Volume II. NY: Longmans.
Robinson, R. (Ed.). (2005). Readings in reading instruction: Its history, theory and development. New York: Pearson Education/Allyn & Bacon.
Ruddell, R. Ruddell, M. & Singer, H.(1994). Theoretical models and processes of reading 4th Edition. Newark, DE: IRA
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information: