EDUC 203 Instruction of Reading

This course is designed to give the classroom teacher the ability to use a representative array of research-based instructional techniques and strategies in the area of reading. Instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics; spelling and word study; fluency development; vocabulary; and comprehension) suitable for various age and ability groups are emphasized. Throughout the course, students will demonstrate their skill with the instructional routines and strategies by role-play, live demonstrations, critiquing good and inadequate models, and reviewing the research support available for those approaches. This course meets the Maryland State Department of Education Reading requirement for an initial certificate or renewal of certificate in Early Childhood Education, Elementary Education, Special Education Generic Infant/Primary, and Special Education Generic Elementary/Middle.

Credits

Hours Weekly

3 hours weekly

Course Objectives

Knowledgably discuss a brief history of reading instruction methodologies and
philosophies in light of the current scientific based research consensus of how we should
teach children to read.
Describe behaviors and characteristics of students at various stages of reading
development and levels of proficiency in basic reading skill.
Describe a typical scope and sequence for phonological awareness instruction and an
explicit, systematic approach to phonics/word study instruction.
Utilize techniques for teaching speech sound identification, matching, blending,
segmenting, and manipulation (oral); phoneme-grapheme association according to a
planned progression; sound blending in decoding to enhance accuracy and fluency; and
fluent recognition of whole words using explicit, systematic instruction compared with
implicit, incidental, opportunistic instruction.
Describe word study routines found in systematic approaches, including word building,
word sorting, word chaining, and speed drills.
Implement instruction in fluent recognition of multi-syllabic words, including
syllabication patterns and recognition of morphemes (prefixes, roots, suffixes).
Discuss the use of decodable, controlled, and predictable text to reinforce word
recognition skills that have been taught.
Identify student needs across a continuum, including students with disabilities and
students from diverse populations and differentiating instruction appropriately.
Define what it means to “know” a word deeply and use it well.
Describe the difference between recognizing words in print and understanding word
meanings at a deeper level.
Utilize recommendations from research on vocabulary instruction techniques.
Identify the aspects of learning word meanings that may be challenging, including
multiple meanings and uses of words, idiomatic expressions, the limitations of dictionary
definitions, demands of categorical and hierarchical reasoning, or insufficient examples
of contextual use.
Utilize research-supported approaches to selecting words for in-depth instruction.
Discuss derivational processes in word learning (morphological and etymological
analysis) and the use of cognates in helping second language learners.
Describe how vocabulary develops in oral and written language by first and second
language learners.
Employ implicit approaches for fostering independent vocabulary learning.
Develop a research-supported definition of reading fluency and its relationship to word
recognition and comprehension.
1Describe the expectations/norms for fluency as children develop reading skills.
1Describe factors that may impact fluency, for example, type of text, reason for reading,
background knowledge, and text difficulty.
Demonstrate knowledge of 0ral Passage reading fluency intervention techniques for
dysfluent students, including increasing time spent reading at independent level; alternate
oral reading; repeated readings; and simultaneous oral reading.
Utilize explicit instructional strategies for supporting fluency development within the
core, comprehensive reading program and authentic literature.
Discuss multiple influences that can cause miscomprehension—in the reader, the text, the
context, or the reading task itself as well as positive influences on comprehension such as
schema theory and the role of metacognition.
Utilize effective comprehension instructional practices supported by current research
(such as, teaching word meanings, building or eliciting background knowledge,
previewing the text, questioning during reading, making inferences explicit and overt,
summarizing and retelling, construction of mental images, using graphic organizers) with
both expository and narrative texts.
Describe text characteristics that affect comprehension, such as type of vocabulary,
syntactic complexity, propositional density, use of logical connecting words, genre and
discourse structure.
Employ techniques that explicitly teach and scaffold students’ independent use of
comprehension skills and strategies.
Describe a “three tier” model (core, supplemental, intervention) for organizing classroom
instruction for students with a wide range of proficiencies.
Knowledgeably discuss the importance of the five components of reading (phonemic
awareness, phonics, fluency, vocabulary, and comprehension) as they relate to the
implementation of a comprehensive reading program.
2Discuss the use of core, supplemental, and intervention materials in a comprehensive
reading program.
2Discuss the importance of writing and spelling in a comprehensive reading program.
Describe the relationship between specific underlying skills (handwriting, spelling,
knowledge of conventions, fluent transcription, verbal ideation, and so forth) and high
quality composition.
3Demonstrate the ability to manage and allocate instructional time according to student
needs.
3Plan strategies that promote home/school connections to support student growth in
reading.

Course Objectives

Knowledgably discuss a brief history of reading instruction methodologies and
philosophies in light of the current scientific based research consensus of how we should
teach children to read.
Describe behaviors and characteristics of students at various stages of reading
development and levels of proficiency in basic reading skill.
Describe a typical scope and sequence for phonological awareness instruction and an
explicit, systematic approach to phonics/word study instruction.
Utilize techniques for teaching speech sound identification, matching, blending,
segmenting, and manipulation (oral); phoneme-grapheme association according to a
planned progression; sound blending in decoding to enhance accuracy and fluency; and
fluent recognition of whole words using explicit, systematic instruction compared with
implicit, incidental, opportunistic instruction.
Describe word study routines found in systematic approaches, including word building,
word sorting, word chaining, and speed drills.
Implement instruction in fluent recognition of multi-syllabic words, including
syllabication patterns and recognition of morphemes (prefixes, roots, suffixes).
Discuss the use of decodable, controlled, and predictable text to reinforce word
recognition skills that have been taught.
Identify student needs across a continuum, including students with disabilities and
students from diverse populations and differentiating instruction appropriately.
Define what it means to “know” a word deeply and use it well.
Describe the difference between recognizing words in print and understanding word
meanings at a deeper level.
Utilize recommendations from research on vocabulary instruction techniques.
Identify the aspects of learning word meanings that may be challenging, including
multiple meanings and uses of words, idiomatic expressions, the limitations of dictionary
definitions, demands of categorical and hierarchical reasoning, or insufficient examples
of contextual use.
Utilize research-supported approaches to selecting words for in-depth instruction.
Discuss derivational processes in word learning (morphological and etymological
analysis) and the use of cognates in helping second language learners.
Describe how vocabulary develops in oral and written language by first and second
language learners.
Employ implicit approaches for fostering independent vocabulary learning.
Develop a research-supported definition of reading fluency and its relationship to word
recognition and comprehension.
1Describe the expectations/norms for fluency as children develop reading skills.
1Describe factors that may impact fluency, for example, type of text, reason for reading,
background knowledge, and text difficulty.
Demonstrate knowledge of 0ral Passage reading fluency intervention techniques for
dysfluent students, including increasing time spent reading at independent level; alternate
oral reading; repeated readings; and simultaneous oral reading.
Utilize explicit instructional strategies for supporting fluency development within the
core, comprehensive reading program and authentic literature.
Discuss multiple influences that can cause miscomprehension—in the reader, the text, the
context, or the reading task itself as well as positive influences on comprehension such as
schema theory and the role of metacognition.
Utilize effective comprehension instructional practices supported by current research
(such as, teaching word meanings, building or eliciting background knowledge,
previewing the text, questioning during reading, making inferences explicit and overt,
summarizing and retelling, construction of mental images, using graphic organizers) with
both expository and narrative texts.
Describe text characteristics that affect comprehension, such as type of vocabulary,
syntactic complexity, propositional density, use of logical connecting words, genre and
discourse structure.
Employ techniques that explicitly teach and scaffold students’ independent use of
comprehension skills and strategies.
Describe a “three tier” model (core, supplemental, intervention) for organizing classroom
instruction for students with a wide range of proficiencies.
Knowledgeably discuss the importance of the five components of reading (phonemic
awareness, phonics, fluency, vocabulary, and comprehension) as they relate to the
implementation of a comprehensive reading program.
2Discuss the use of core, supplemental, and intervention materials in a comprehensive
reading program.
2Discuss the importance of writing and spelling in a comprehensive reading program.
Describe the relationship between specific underlying skills (handwriting, spelling,
knowledge of conventions, fluent transcription, verbal ideation, and so forth) and high
quality composition.
3Demonstrate the ability to manage and allocate instructional time according to student
needs.
3Plan strategies that promote home/school connections to support student growth in
reading.