Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - LAE6738
Tracking Number - 2100
Edit function not enabled for this course.
Current Status:
Approved, Permanent Archive - 2008-05-05
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2007-12-05
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Joan Kaywell
- Phone: 9743516
- Email: kaywell@tempest.coedu.usf.edu
- Prefix: LAE
- Number: 6738
- Full Title: Teaching Reading in English Curriculum
- 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): Teaching Reading in Eng Curr
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: Either in the MAT Program or by consent of instructor.
- Corequisites:
- Course Description: Course is to improve the quality of reading instruction in mid & sec English classes through the study of the reading process, research,& evaluation related to sec reading, understand how research impacts instruction, process of educational reform.
- Please briefly explain why it is necessary and/or desirable to add this course: This course is required by the State of Florida for certification. It was mandated for inclusion in the MAT program by the state and was the course used when English Education was NCATE accredited.
- 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? This course is part of a required sequence in the MAT major.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 8 times
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) A doctoral degree in Curriculum and Instruction with an emphasis in English or a doctorate in a closely related field.
- Objectives: 1.Summarize major recent research findings on the teaching of reading.
2.Discuss current research and theories in the teaching of reading with colleagues.
3.Recognize the component skills—phonemic awareness, phonics, vocabulary, comprehension, and fluency—necessary for reading proficiency and develop effective objectives and activities for teaching those skills in a balanced and integrated reading program.
4.Use assessments such as oral reading tests, readability formulas, and the Cloze procedure to develop and implement intervention strategies in reading.
5.Compare and contrast the National Reading Report with NCTE Policy and IRA Policy Statements.
6.Re-examine personal educational philosophies and teaching behavior in light of their own experiences and changing conditions by translating research and theory into classroom practices and materials.
7.Use professional resources, including technology, to select and develop appropriate instructional materials in line with current research that promotes and enhances critical, creative, and evaluative thinking of students.
8.Understands the implications, both positive and negative, of his/her actions and decisions in the reading/English language arts classroom.
9.Develop strategies to integrate school reading and home reading.
- Learning Outcomes: FOR A GRADE OF C, ALL STUDENTS MUST COMPLETE THE FOLLOWING REPRESENTATIVE OF PROFESSIONALS:
1.Write an abstract (which will be explained in class) of one assigned textbook (theoretical or research-based in nature) and present findings to the class in a five-minute overview at the time you distribute the abstract. The following week, you will be the discussion leader with a small group of peers—twice. The first time will just be discussion, answering questions and inviting peers to share journal article findings. The second time learning journals will be shared before discussion takes place. Your job will be to present “life-ring information” by summarizing the essence of your discussion and reading in five minutes.
2.Read two abstracts presented in class each week, responding to them by commenting your thoughts and questions in the margins and highlighting points you deem important.Participate in weekly classroom discussions.
3.Read journal articles (minimally 10 pages worth)
a chapter in a text relating to the categories studied each week and cite three-to-five things worth remembering from each; be sure they’re accurately cited view a video, citing three-to-five things worth remembering from it. (SEE *BELOW) 4.Keep a "learning journal" to be handed in weekly. This journal will report on your reading, teaching, and thinking as a result of this class. (Note: The idea here is that you incorporate what you learn in your own classrooms and report its effectiveness or problems that might occur. This is a way for me to individualize instruction for you. For those with limited classroom access, it is a response to your reading, viewing, discussions and prior knowledge as it develops each week.)
*Articles should come from learned society journals such as the following (anything read outside of this list must be approved):
•IRA’s Reading Research Quarterly, Journal of Adolescent & Adult Literacy (or visit their site at http://www.reading.org/ and go to resources, or visit http://www.readingonline.org/ or http://www.reading.org/resources/issues/focus_adolescent_reading.html and download all you want);
•NCTE’s Research in the Teaching of English, English Journal, The ALAN Review, Voices from the Middle (or visit their site at http://www.ncte.org/ and join for e-access);
•Phi Delta Kappan, Signal, Educational Leadership, Middle School Journal, High School Journal articles on reading;
•And articles posted about literacy on the National Research Center on English Learning and Achievement (CELA) website at the State University of New York (Albany) http://cela.albany.edu/. This is a good one for starters: http://cela.albany.edu/reports/eie2/index.html “Beating the Odds: Teaching Middle and High School Students to Read and Write Well.”
NOTE:Articles MUST relate to literacy and be no older than 1997 unless prior permission is obtained.
For the Video Series: (Do NOT buy this!) Videos must be viewed in order and in recommended groupings (See the Course Schedule): Making Meaning In Literature: A Workshop for Teachers, Grades 6-8 (9 videos): Registration Page to View Videos is at http://www.learner.org/resources/series170.html and Conversations in Literature (8 videos): Registration Page to View Videos is at http://www.learner.org/resources/series139.html
(Burlington, VT: Annenburg Foundation and the Corporation for Public Broadcasting, 2003).
IMPORTANT NOTE: If you are absent, you are responsible for both the articles AND the videos that week. If you miss three classes, you must meet with me to renegotiate the syllabus.
5.Read and prepare an “Essentials List,” for either Kylene Beers’s or Roe and Smith’s text. Each student will prepare one 10-20-minute demonstration lesson, providing your peers with the materials necessary to replicate it in their own classrooms. The idea here is that you can take the information from the text and apply it in a classroom setting.
Beers, Kylene. (2004). When kids can't read--What teachers can do: A guide for teachers 6-12. Portsmouth, NH: Heinemann. (ISBN: 0-86709-519-9.).
Roe, Betty D. & Smith, Sandy H. (2005). Teaching reading in today’s middle schools. Boston: Houghton Mifflin. (ISBN: 0-618-34585-X).
6.Read and prepare an “Essentials List” (just for me) of one additional text of choice on the teaching of reading. For your peers, you must prepare a short written summation of the text and three lesson plans (following an agreed upon format). You will then conduct a 15-25 minute demonstration lesson for one of your plans. A structure will look something like this:
1.Give a 5-minute verbal overview of the text(s) you read
2.Distribute your 3 lesson plans and model one lesson as though we were secondary students. I will critique your demonstration lesson for the benefit of you and the class. Be sure to provide your peers with all the materials necessary so they can replicate the strategy in their own classrooms. (NOTE: The plan you present should be uploaded on Chalk-n-Wire for evaluation; using the rubric provided)
3.Briefly explain the other two plans, give us time to read them, and be prepared to anser questions.
7.Write a clear, complete, convincing self-evaluation at the end of the semester, describing what grade you earned compared to the criteria established in the course. What did you learn? How do you know you learned what you learned?
FOR A GRADE OF B, ALL STUDENTS MUST COMPLETE 1-7 AND ONE OF THE FOLLOWING:
8.Pick a specific topic of study, relating to literacy, and read 50 pages of journal articles on that topic. Be sure to document your reading as we’ve already done in class. (NOTE: If you decide to read a full textbook instead, then that will accomplish item 11 below as well.)
9.View the other series of videos, noting 3-5 points worth remembering for each, and writing a reflection piece on how your teaching will be affected as a result of this viewing.
10.Attend sessions pertaining to reading at a state professional development conference(FRA, FCTE, FAME, etc.) and prepare a presentation, informing the class about what you learned.
FOR A GRADE OF A, ALL STUDENTS MUST COMPLETE 1-7, 11 AND ONE OF 8, 9 or 10 AND ONE OF THE FOLLOWING A-J ACTIVITIES IN 11:
11.Pick a specific topic of study (either the same or different from the one in #8 above) relating to literacy, and read an additional 25 pages of journal articles documenting your reading as we’ve done in class in order to prepare you to . . .
A.Write a journal article on the topic of reading for possible publication.
B.Perform one of the suggested member actions proposed by FCTE, NCTE, or the IRA.
C.Develop a unit of instruction incorporating what you've read and learned this semester, including objectives, activities, and a means for evaluation. This unit should be suitable for presentation at a local or state conference.
D. Read a fourth textbook, documenting your reading as we’ve done in class. Write a reflection piece on how your teaching will be affected as a result of this reading.
E.Write a position letter to a Florida legislator in response to the DOE’s State’s Standards as they relate to what you have read and studied in this class.
F.Perform a case study on a good reader and a poor reader, applying what you have learned in this class in the diagnosis and instruction of these students.
G.Implement what you’ve learned by tutoring a poorly performing middle or high school student and write your findings.
H.Implement what you’ve learned in class by preparing a series of “memos to parents” to go home bi-monthly for the entire school year.
I.Attend a national reading conference(IRA, NCTE, etc.) and prepare a presentation, informing the class about what you learned.
J.Develop your own project related to a specific school or classroom.Discuss your idea with me as soon as possible.
- Major Topics: After identifying our current knowledge of reading instruction, we will discuss these paradigms in order to develop an understanding of how we think what we think and why we think what we think. Next, we will read, view, and discuss the work of reputable scholars in reading instruction. Finally, individuals will apply research and current teaching theory to one's specific educational setting and needs by developing new teaching materials either for one’s own students and for other teachers’ use.
Possible topics include but are not limited to:
•Week One: “Identifying Instructional Beliefs on the Teaching of Reading Without Data in Order to See the Importance of Data” Complete Reading Biography.
Example Readings from Internet:
1.“Adolescent Literacy: A Position Statement for the Commission on Adolescent Literacy of the International Reading Association” by David W. Moore, Thomas W. Bean, Deanna Birdyshaw, & James A. Rycik (1999, 14 pp.). http://www.reading.org/downloads/positions/ps1036_adolescent.pdf
2.“On Reading, Learning to Read, and Effective Reading Instruction: An Overview of What We Know and How We Know It” prepared by NCTE’s Commission on Reading (May 2004, 10 pp.). http://www.ncte.org/about/over/positions/category/read/118620.htm
Example Viewings from Annenburg:
3.Video Workshop 1 - Making Meaning in Literature: A Workshop for Teachers, Grades 6-8 (MMIL, 6-8) http://www.learner.org/resources/series170.html
Video Workshop 1 – Conversation in Literature, Grades 6-12 http://www.learner.org/resources/series139.html •Week Two: “The Diet of Reading” “Why Teach Literature” and “Where the Love of Reading Begins”
Example Readings:
Bouchard, David & Sutton, Wendy. (2001). The gift of reading: A guide for educators and parents. Custer, WA: Orca Book Publishers. (ISBN: 1-55143-214-5).
Burke, Jim. (1999). I hear America reading. Portsmouth, NH: Heinemann. (ISBN: 0-32500134-0).
Carlsen, G.R. & Sherrill, A. (1988). Voices of readers: How we come to love books. Urbana, IL: NCTE. (ISBN: 0-8141-5639-8).
Greco, Norma. (2006, July). I think I’m falling in love with this novel English Journal, 95 (6), 48-51.
Pennac, Daniel. (1994). Better than life. New York: Stenhouse Publishers. (ISBN: 1-57110-317-1).
•Week Three: “Where Does the Love of Reading End?” “How Doest It Feel to Be Unable to Read and How Teacher Ignorance Contributes to the Problem” (Down on the Farm) “Determining the Difficulty of Texts for a Reader” (Cloze Procedure)
Example Readings:
Moore, David W. & Hinchman, Kathleen A. (2006). Teaching adolescents who struggle with reading: Practical strategies. Boston: Pearson. (ISBN: 0-205-46606-0).
Mueller, Pamela N. (2001). Lifers: Learning from at-risk adolescent readers. Portsmouth, NH: Boynton Cook. (ISBN: 0-86709-514-8).
Reeves, Anne R. (2004). Adolescents talk about reading: Exploring resistance to and engagement with text. Newark, DE: International Reading Association. (ISBN: 0-87207-536-2).
Reynolds, Marilyn. (2004). I won’t read and you can’t make me: Reaching reluctant teen readers. Portsmouth, NH: Heinemann. (ISBN: 0-325-00605-9).
•Week Four: “Responding to Literature”
Example Readings:
Blau, Sheridan. (2003). The literature workshop: Teaching texts and their readers. Portsmouth, NH: Boynton Cook. (ISBN: 0-86709-540-7).
Galda, Lee & Beach, Richard. (2001, winter). Response to literature as a cultural activity. Reading Research Quarterly, 36 (1), 64-73. [10 pages]
Langer, Judith A. (1995). Envisioning literature: Literary understanding and literature instruction. New York: Teachers College Press. (ISBN: 0-8077-3464-0).
Probst, Robert E. (2004). Response and analysis: Teaching literature in secondary school, 2nd edition. Portsmouth, NH: Heinemann. ISBN: 0-325-00716-0).
Quinn, Anna. (2005, September). Reading between the lines: Strategies to discover meaning from text. English Journal, 95 (1), 47-51.
Rosenblatt, L.M. (1995, 1938). Literature as exploration, 5th Edition. New York: Modern Language Association. (ISBN: 0-87352-568-X).
Rosenblatt, Louise M. (2005, March). ‘Retrospect’ from Transaction with Literature. Voices from the Middle, 12 (3), 13-30.
Wilhelm, Jeffrey D. (1997). “You gotta BE the book”: Teaching engaged and reflective reading with adolescents. New York: Teachers College Press. (ISBN: 0-8077-3567-1).
•Week Five: “Gender and Linguistic Differences in Reading”
Example Readings:
Bilz, Rachelle Lasky. (2004). Life Is Tough: Guys, Growing Up, and Young Adult Literature. Blue Ridge Summit, PA : Rowman & Littlefield. 153 pp. (ISBN: 0-8108-5055-9)
Freeman, Yvonne & Freeman, David E. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann. (ISBN: 0-325-00248-7).
Galda, Lee & Beach, Richard. (2001, winter). Response to literature as a cultural activity. Reading Research Quarterly, 36 (1), 64-73.
Horton, Rosmary. (2005). “Boys and reading, truth and misconceptions.” Teacher Librarian, 33 (2), 30-32. [3 pages]
Kaywell, Joan F.; Kelly, Patricia P.; Edge, Christi; McCoy, Larissa: and Steinberg, Narisa. (2006, summer). “Growing up female around the globe with young adult literature,” The ALAN Review, 33 (3), 62-69. [8 pages]
McFann, Jane. (2004, August). Boys and books. Reading Today, 22 (1), 20.21.
Smith, Michael W. & Wilhelm, Jeffrey D. (2006). Going with the flow: How to engage boys (and girls) in their literacy learning. Portsmouth, NH: Heinemann. (ISBN: 0-325-00643-1).
Smith, Michael W. & Wilhelm, Jeffrey D. (2002). “Reading don’t fix no chevys”: Literacy in the lives of young men. Portsmouth, NH: Heinemann. (ISBN: 0-86709-509-1).
•Week Six: “Reading Across the Content Areas” and “Readability Formulas and Oral Reading Tests”
Example Readings:
Alger, Christianna L. (2007, May). Engaging student teachers’ hearts and minds in the struggle to address (il)literacy in content area classrooms. Journal of Adolescent and Adult Literacy, 50 (8), 620-30. [10 pages]
Allington, Richard. (2007, May). Intervention all day long: New hope for struggling readers. Voices from the Middle, 14 (4), 7-14. [7 pages]
Alvermann, Donna E. & Phelps, Stephen F. (2005). Content reading and literacy: Succeeding in today’s diverse classrooms, 4th edition. Boston: Allyn & Bacon. (ISBN: 0-2-5-42859-2).
Ambe, Elizabeth BiFuh. (2007, May). Inviting reluctant adolescent readers into the literacy club: Some comprehension strategies to tutor individuals or small groups of reluctant readers. Journal of Adolescent and Adult Literacy, 50 (8), 632-639. [7 pages]
Brozo, William G. & Simpson, Michele L. (2003). Readers, teachers, learners: Expanding literacy across the content areas, 4th edition. Upper Saddle River, NJ: Merrill. (ISBN: 0-13-097855-8).
Daniels, Harvey & Zemelman, Steven (2004). Every teacher's guide to content-area reading. Portsmouth, NH: Heinemann. (ISBN: 0-325-00595-8).
Ruddell, Martha Rapp. (2001). Teaching content reading and writing, 3rd edition. New York: John Wiley & Sons, Inc. (ISBN: 0-471-36674-9).
Ryder, Randall J. & Graves, Michael F. (2003). Reading and learning in content areas, 3rd edition. New York: John Wiley & Sons, Inc. (ISBN: 0-471-39141-7.
Stephens, Elaine C. & Brown, Jean E. (2004). Handbook of content literacy strategies: 125 practical reading and writing ideas, 2nd edition. Norwood, MA: Christopher-Gordon Publishers. (ISBN: 1-92024-81-9).
Vacca, Richard T. & Vacca, Jo Anne. (2005). Content area reading: Literacy and learning across the curriculum, 8th edition. New York: Pearson. (ISBN: 0205-42857-6).
Zemelman, Steven; Daniels, Harvey; & Hyde, Arthur. (2005). Best practice: Today’s standards for teaching and learning (reading, writing, mathematics, science, social studies, and the arts) in America’s Schools, 3rd edition. Portsmouth, NH: Heinemann. (ISBN: 0-325-00744-6)
Project Criss http://www.projectcriss.com/ and http://www.mvrhs.mv.k12.ma.us/eel/caruthers/linkforallteachers/index.html
•Week Seven: “That Was Then, This Is Now: Literacy Ranking of the United States” and “Bloom’s Taxonomy and Producing Critical Thinkers”
Example Readings:
Allington, Richard. (Ed.). (2002). Big brother and the national reading curriculum: How ideology trumped evidence. Portsmouth, NH: Heinemann. (ISBN: 0-325-00513-3).
McQuillan, Jeff. (1998). Seven myths about literacy in the United States. Practical Assessment, Research & Evaluation, 6 (1), 6 pp. http://PAREonline.net/getvn.asp?v=6&n=1.
Shannon, Patrick. (2007). Reading against democracy: The broken promises of reading instruction. Portsmouth, NH: Heinemann. (ISBN: 0-325-00976-7)
Taylor, Denny. (1998). Beginning to read and the spin doctors of science. Urbana, IL: NCTE. (ISBN: 0-8141-0275-1).
•Week Eight: “Why Read?”
Example Readings:
Altwerger, Bess. (2005). Reading for profit. How the bottom line leaves kids behind. Portsmouth, NH: Heinemann. (ISBN: 0-325-00792-6).
Goodman, Ken S. (1998). In defense of good teaching: What teachers need to know about the “reading wars.” York, ME: Stenhouse Publishers. (ISBN: 1-57110-086-5)
Krashen, Stephen D. (2004). The power of reading, 2nd edition. Portsmouth, NH: Heinemann. (ISBN: 1-59158-169-9).
Larson, Joanne (Ed.). (2007). Literacy as snake oil: Beyond the quick fix (Revised Edition). New York: Peter Lang Publishing. (ISBN: 978-0-8204-9543-9)
National Reading Report (1 pg. orientation of the site) http://www.nichd.nih.gov/publications/nrp/smallbook.html
Introduction/Congressional Charge (4 pp.) http://www.nichd.nih.gov/publications/nrp/intro.html
Methodological Overview (2 pp.) http://www.nichd.nih.gov/publications/nrp/method.html
Findings and Determinations of the National Reading Panel by Topic Areas (14 pp.) http://www.nichd.nih.gov/publications/nrp/findings.html
•Week Nine: ‘“Why Read?’ and the National Reading Panel Report”
•Week Ten: “Direct Instruction, Vocabulary Development and Developing Lifelong Readers”
Example Readings:
Allington, Richard. (2001). What really matters for struggling readers: Designing research-based programs. Boston: Allyn & Bacon. (ISBN: 0-321-06396-1).
Atwell, Nancy. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic. 144 pp. (ISBN: 0-439-92644-0)
Gipe, Joan. (2005). Multiple paths to literacy: Assessment and differentiated instruction for diverse learners K-12, 6th edition. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. (ISBN: 0-131-70207-6).
Keene, Ellin Oliver & Zimmermann, Susan. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth: Heinemann. (ISBN: 0-435-07237-4)
Lesesne, Teri. (2006). Naked Reading: Uncovering What Tweens Need to Become Lifelong Readers. Portland: ME: Steinhouse. (ISBN: 978-157110-416-8).
Marchand-Martella, Nancy E.; Slocumj, Timothy A.; & Martella, Ronald C. (2004). Introduction to direct instruction. Boston: Pearson. (ISBN: 0-205-37761-0).
Tierney, Robert J. & Readence, John E. (2005). Reading strategies and practices: A compendium, 6th edition. Boston: Pearson. (ISBN: 0-205-45909-9).
Trelease, Jim. (1995). The read-aloud handbook: Including a great treasury of great read-aloud books, 4th edition. New York: Penguin Books. (ISBN: 0-14-046971-0).
•Week Eleven: “The Reading and Writing Connection” and “Developing Comprehension”
Example Readings:
Cunningham, Patricia M. & Allington, Richard L. (2003). Classrooms that work: They can ALL read and write, 3rd edition. Boston: Allyn & Bacon. (ISBN: 0-205-35541-2)
Graves, Donald H. (1990). The reading/writing teacher’s companion: Discover your own literacy. Portsmouth, NH: Heinemann. (ISBN: 0-435-08487-9).
Harwayne, Shelley. (2000). Lifetime guarantees: Toward ambitious literacy teaching. Portsmouth, NH: Heinemann. (ISBN: 0-325-00241-X).
Langer, Judith A. (2002). Effective literacy instruction: Building successful reading and writing programs. Urbana, IL: NCTE. (ISBN: 0-8141-1294-3).
•Week Twelve: “Reading Strategies for Students in the Middle (Developing Fluency/Word Attack Skills”
Example Readings:
Allen, Janet & Gonzalez, Kyle. (1998). There’s room for me here: Literacy workshop in the middle school. York, MN: Stenhouse Publishers. (ISBN: 1-57110-042-3).
Beers, Kylene & Samuels, Barbara G. (Eds.). (1998). Into focus: Understanding and creating middle school readers. Norwood, MA: Christopher-Gordon Publishers. (ISBN: 0-926842-64-1).
Carroll, Pamela Sissi. 2004). Integrated literacy instruction in the middle grades. Boston: Pearson. (ISBN: 0-205-37554-5).
Cooper, J. David & Kiger, Nancy D. (2003). Literacy: Helping children construct meaning, 5th edition. Boston: Houghton Mifflin. (ISBN: 0-618-19260-3).
Freedman, Lauren & Johnson, Holly. (2004). Inquiry, literacy, and learning in the middle grades. Norwood, MA: Christopher-Gordon Publishers. (ISBN: 1-929024-75-4).
Robb, Laura. (2000). Teaching reading in middle school. New York: Scholastic Professional Books. (ISBN: 0-590-68560-0).
Rowe, Betty D. & Smith, Sandy H. (2005). Teaching reading in today’s middle schools. Boston: Houghton Mifflin. (ISBN: 0-618-34585-X).
Wilhelm, Jeffrey D. (2001). Improving comprehension with think alouds, grades 3-8. NY: Scholastic.
Wilhelm, Jeffrey D. (2004). Reading IS seeing, grades 4-8. NY: Scholastic.
•Week Thirteen: “Reading Strategies for Students in High School/Before Reading, During Reading, After Reading Strategies”
Example Readings:
Allen, Janet. (2000). Yellow brick roads: Shared and guided paths to independent reading 4-12. Portland, ME: Stenhouse Publishers. (ISBN: 1-57110-319-8).
Ericson, Bonnie O. (Ed). (2001). Teaching reading in high school English classes. Urbana, IL: NCTE. (ISBN: 0-8141-5186-8).
Irvin, Judith L.. Buehl, Douglas R.. & Klemp, Ronald M. (2003). Reading and the high school student: Strategies to enhance literacy. New York: Allyn and Bacon. (ISBN: 0-205-31961-0).
Moore, David W.; Alvermann, Donna E. & Hinchman, Kathleen A. (Eds.). (2000). Struggling adolescent readers: A collection of teaching strategies. International Reading Association. (ISBN 10: 0-87207-272-X ).
Tovani, Chris. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME. (ISBN: 1-57110-089).
Wilhelm, Jeffrey D.; Baker, Tanya N.; & Dube, Julie. (2001). Strategic reading: Guiding students to lifelong literacy, 6-12. Portsmouth, NH: Heinemann. (ISBN: 0-86709-561-X).
•Week Fourteen: “Reading Strategies for Secondary Students for Life”
Example Readings:
Allen, Janet. (1995). It’s never too late: Leading adolescents to lifelong literacy. Portsmouth, NH: Heinemann. (ISBN: 0-435-08839-4).
Burke, Jim. (2001). Illuminating texts: How to teach students to read the world. Portsmouth, NH: Heinemann. (ISBN: 0-86709-497-4).
Burke, Jim. (2000). Reading reminders: Tools, tips, and techniques. Portsmouth, NH: Heinemann. (ISBN: 0-867-09500-8).
Gardiner, Steve. (2005). Building student literacy through sustained silent reading. ASCD. (ISBN: 1-4166-0226-7).
Schoenbach, Ruth. Greenleaf, Cynthia. Cziko, Christine. & Hurwitz, Lori. (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms. Urbana, IL: NCTE. (ISBN: 0-8141-3867-5).
Strickland, Dorothy S. & Alvermann, Donna E. (Eds.). (2004). Bridging the literacy achievement gap, grades 4-12. New York: Teachers College Press. (ISBN: 0-8077-4486-7).
Wilhelm, Jeffrey D. (2001). Action strategies for deepening comprehension, grades 4-12 NY: Scholastic.
Vacca, Jo Anne L.; Vacca, Richard T.; Burkey, Linda; Kmceon, Christine; Lenhart, Lisa A.; Gove, Mary K. (2002). Reading and learning to read, 5th edition. Boston: Allyn & Bacon. (ISBN: 0-205-361-110).
•Week Fifteen & Sixteen: “So Now that We Know What We Know, What Now Do We Do with It?”
- Textbooks: Beers, Kylene. (2004).When Kids Can't Read--What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann. (ISBN: 0-86709-519-9.).
Roe, Betty D. & Smith, Sandy H. (2005). Teaching reading in today’s middle schools. Boston: Houghton Mifflin. (ISBN: 0-618-34585-X).
Everyone is required to read at least two full-length texts. In many cases, you may borrow your texts from me, find them in the USF library, or purchase them from a publisher such as NCTE, Heinemann, Christopher-Gordon, or any other reputable publisher. I must approve your choices of text and any ar
- 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:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.