(EDR 623) Developmental Literacy for Adolescents (GTC)

Syllabus of Record

Course Description: This course addresses methods and materials for assisting students as they read, study, and learn in the content area classroom. Emphasis is placed on functional approaches that facilitate the learning of content and process across the curriculum. In addition, implications of current research findings for content area instruction are examined. Three credits.

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)to enhance the academic and personal potential of their students

b)to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and Program Standards:

Common Unit Standards: Michigan Department of Education (MDE), National Association for the Accreditation of Teacher Education (NCATE)

Initial Program Standards and Outcomes: INTASC Standard 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills.

Course Standards and Assessments:

Course Standards:

a) Michigan Standards for Reading Professionals

Common Assessment: Literacy Lesson

Major Topics:

  • Literacy Research and Theory
  • Instructional strategies
  • Expository student led discussion groups
  • Student engagement
  • Schema
  • Integrated instruction
  • The connection between research and practice
  • Writing across the curriculum

Course Knowledge Base:

Afflerback, P. (1990). The influence of prior knowledge on expert readers' main idea construction strategies.Reading Research Quarterly, 25, 1, 31-46.

Alvarez, M.(1996).Explorers of the universe: Students using the World Wide Web to improve their reading and writing.In B. Neate (Ed.).Literacy saves lives (pp.140-145).Herts, England: United Kingdom Reading Association.

Alvermann, D. E.(1991).The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 2, 92-99.

Alvermann, D., O'Brien, D., & Dillon, D. (1990). What teachers do when they say they're having discussions of content reading assignments: A qualitative analysis. Reading Research Quarterly, 25, 4, 296-322.

Anderson-Inman, L. & Horney, M. (1997). Electronic books for secondary students. Journal of Adolescent and Adult Literacy, 40, 6, 486-491.

Armbruster, V., Anderson, T. H., Meyer, J. (1991). Improving content area reading using instructional graphics. Reading Research Quarterly, 26, 4, 393-416.

Au, K. H. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich.

Barnes, D. (1995). Talking and learning in the classroom: An introduction. Primary Voices K-6, 3, 1, 2-7.

Barton, J. (1995). Conducting effective classroom discussions. Journal of Reading, 38, 346-350.

Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text.Newark, DE: International Reading Association.

Beck, I., McKeown, M., Sinatra, G., & Loxterman, J. (1991). Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 26, 3, 251-276.

Burke, J. (2000). Caught in the web: Reading the internet. Voices from the Middle, 7, (3), 15-20.

Content area bookmarks. (1991). Grand Rapids, MI: Michigan Reading Association.

Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg-Urbschat & R. Prichard (Eds). Kids come in all languages: Reading instruction for ESL students (pp. 36-62). Newark, DE: International Reading Association.

Gambrell, L. B. (1996). What research reveals about discussion. In L.B. Gambrell & J. F. Almasi (Eds.). Lively discussions! Fostering engaged reading (pp. 25-38). Newark, DE: International Reading Association.

Graves, D. (1992). Portfolios: Keep a good idea growing. In D. Graves & B. Sunstein (Eds.), Portfolio portraits (pp. 1-12). Portsmouth, NH: Heinemann.

Greenlee-Moore, M. E. & Smith, L. L. (1996). Interactive computer software: The effects on young children’s reading achievement. Reading Psychology, 17, 43-64.

Hancock, M. R. (1993). Exploring and extending personal response through literature journals. The Reading Teacher, 46 (6), 466-474.

Johnson, D. W. & Steele, V. (1996). So many words, so little time: Helping college ESL learners acquire vocabulary-building strategies. Journal of Adolescent and Adult Literacy, 39, 348-357.

June, R. (1995). Culturally appropriate books call for culturally appropriate teaching. Journal of Reading, 38, 486.

King, C. M. & Sudol, P. (1998). Fusing science with literature: Strategies and lessons for successful classrooms. Toronto: Pippin.

Lapp, D. & Flood, J. (1995). Strategies for gaining access to the information superhighway: Off the side street and on to the main road. Reading Teacher, 48, 432-436.

Leu, D. J. Jr. & Leu, D.D. (1997). Teaching with the Internet: Lessons from the classroom. Norwood, MA: Christopher-Gordon.

Mike, D. G. (1996). Internet in the schools: A literacy perspective. Journal of Adolescent and Adult Literacy, 40, 4-13.

Moore, D. W., Readence, J. E., & Rickelman, R. J. (1989). Prereading activities for content area reading and learning. (2nd ed.). Newark, DE: International Reading Association.

Palinscar, A. M. & Brown, A. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117-175.

Raphael, T. E. (1986). Teaching question-answer relationships. Reading Teacher, 39, 516-520.

Roller, C. (1990). The interaction of knowledge and structure variables in the processing of expository prose. Reading Research Quarterly, 25, 2, 79-89.

Stahl, S. A., & Kapinus, B. A. (1991). Possible sentences: Predicting word meanings to teach content area vocabulary. The Reading Teacher, 45, 1, 36-43.

Stahl, S., Jacobson, M., Davis, C., & Davis, R. (1989). Prior knowledge and difficult vocabulary in the comprehension of unfamiliar text. Reading Research Quarterly, 24, 1, 27-43.

Sudol, P. & King, C. M. (1996). A checklist for choosing nonfiction trade books. The Reading Teacher, 49, 5, 422-424.

Tierney, R. J. & Shanahan, T. (1991). Research on reading-writing relationships: Interactions, transactions, and outcomes. In P. D. Pearson, R. Barr, M. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (2nd ed.) (pp. 246-280) New York: Longman.

Wood, K. D., Lapp, D., & Flood, J. (1992). Guiding readers through text: A review of study guides.Newark, DE: International Reading Association.

Worthy, J. (2000). Conducting research on topics of student interest. The Reading Teacher, 54 (3), 298-299.