EDUC-201 Processes and Acquisition of Reading

This course is designed to assist pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development, and the study of current issues in reading research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes, and morphemes are included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development, and exceptionalities. Participants will be introduced to current scientific research.

Credits

3

Prerequisite

Eligible to enroll in ENGL-121

Hours Weekly

3 hours weekly

Course Objectives

1. 1. Describe and recognize phases of the reading acquisition process.
2. 2. Apply knowledge of language structure to understand the reading and writing processes of
   children.
3. 3. Explain the role of orthographic, phonological, semantic, and syntactic processes in word
   recognition.
4. 4. Describe the interactions between phonological skills, phonic decoding, spelling, word
   recognition, reading fluency, vocabulary, reading comprehension and writing.
5. 5. Discuss the progression (stages) of reading development.
6. 6. Describe the relationship between the findings of longitudinal research on long-term prediction
   of reading outcomes.
7. 7. Describe the characteristics of proficient, mature readers: sufficient phonological awareness;
   automatic, accurate word recognition; passage reading fluency; active construction of meaning,
   flexibility, and self-monitoring.
8. 6. Discuss the progressive development of phonological and orthographic skill, word recognition,
   fluency, and comprehension from preschool to mature reading.
   
9. 7. Explain the contributions of both neurobiological/intrinsic factors and environmental/extrinsic
   factors to reading success and failure, including genetics, medical history or condition,
   sociocultural context, family context, educational and instructional history, and language
   background.
10. 8. State the current definition of dyslexia endorsed by the National Institutes of Health.
11. 11. Summarize current scientifically based research that has identified various types of reading
    difficulties.
12. 12. Describe a model of cognitive processing in reading acquisition that is supported by scientific
    research regarding reading and the brain.
13. 13. Discuss how the data discerned in brain imaging (MRI) of a reading performance is used by
    neurologists and researchers.
14. 14. List the print concepts young children must develop.
    
15. 15. Describe the role of letter name knowledge in reading and spelling.
16. 16. Describe the relationship between language proficiency and reading proficiency.
17. 17. Summarize the historical evolution of the English language and alphabetic writing.
18. 18. Describe language organization: phonology, orthography, morphology, syntax, semantic
    networks, and discourse structure.
19. 19. Discuss the speech sound system of English.
    
20. 20. Explain the differences between the English speech sound system and that of at least one other
    language and how those may interfere with English pronunciation, phonics, reading, and
    comprehension.
21. 21. Describe the role of fluency in phonological processing, letter naming, word recognition, oral
    reading, silent reading, and comprehension.
22. 22. Describe the role of vocabulary development and knowledge in comprehension.
23. 23. Explain the nature and organization of English orthography (writing).
24. 24. Describe the differences between English orthography and that of at least one other language.
25. 25. List Anglo-Saxon, Latin, and Greek-derived morphemes in English.
26. 26. Discuss text characteristics and syntax (phrases, clauses, sentences, paragraphs and “academic
    language”) that students may misinterpret.
27. 27. Describe the development of writing and its relationship to reading.
28. 28. Utilize key elements of narrative construction and informational literacy.
29. 29. Discuss the influence of language differences on the reading and writing processes of children.
    
30. 30. Describe the relationship between family literacy and the reading and writing processes of
    children.

Course Objectives

1. 1. Describe and recognize phases of the reading acquisition process.
2. 2. Apply knowledge of language structure to understand the reading and writing processes of
   children.
3. 3. Explain the role of orthographic, phonological, semantic, and syntactic processes in word
   recognition.
4. 4. Describe the interactions between phonological skills, phonic decoding, spelling, word
   recognition, reading fluency, vocabulary, reading comprehension and writing.
5. 5. Discuss the progression (stages) of reading development.
6. 6. Describe the relationship between the findings of longitudinal research on long-term prediction
   of reading outcomes.
7. 7. Describe the characteristics of proficient, mature readers: sufficient phonological awareness;
   automatic, accurate word recognition; passage reading fluency; active construction of meaning,
   flexibility, and self-monitoring.
8. 6. Discuss the progressive development of phonological and orthographic skill, word recognition,
   fluency, and comprehension from preschool to mature reading.
   
9. 7. Explain the contributions of both neurobiological/intrinsic factors and environmental/extrinsic
   factors to reading success and failure, including genetics, medical history or condition,
   sociocultural context, family context, educational and instructional history, and language
   background.
10. 8. State the current definition of dyslexia endorsed by the National Institutes of Health.
11. 11. Summarize current scientifically based research that has identified various types of reading
    difficulties.
12. 12. Describe a model of cognitive processing in reading acquisition that is supported by scientific
    research regarding reading and the brain.
13. 13. Discuss how the data discerned in brain imaging (MRI) of a reading performance is used by
    neurologists and researchers.
14. 14. List the print concepts young children must develop.
    
15. 15. Describe the role of letter name knowledge in reading and spelling.
16. 16. Describe the relationship between language proficiency and reading proficiency.
17. 17. Summarize the historical evolution of the English language and alphabetic writing.
18. 18. Describe language organization: phonology, orthography, morphology, syntax, semantic
    networks, and discourse structure.
19. 19. Discuss the speech sound system of English.
    
20. 20. Explain the differences between the English speech sound system and that of at least one other
    language and how those may interfere with English pronunciation, phonics, reading, and
    comprehension.
21. 21. Describe the role of fluency in phonological processing, letter naming, word recognition, oral
    reading, silent reading, and comprehension.
22. 22. Describe the role of vocabulary development and knowledge in comprehension.
23. 23. Explain the nature and organization of English orthography (writing).
24. 24. Describe the differences between English orthography and that of at least one other language.
25. 25. List Anglo-Saxon, Latin, and Greek-derived morphemes in English.
26. 26. Discuss text characteristics and syntax (phrases, clauses, sentences, paragraphs and “academic
    language”) that students may misinterpret.
27. 27. Describe the development of writing and its relationship to reading.
28. 28. Utilize key elements of narrative construction and informational literacy.
29. 29. Discuss the influence of language differences on the reading and writing processes of children.
    
30. 30. Describe the relationship between family literacy and the reading and writing processes of
    children.