Mar 28, 2024  
2017-2018 SGPP Catalog and Handbook 
    
2017-2018 SGPP Catalog and Handbook [ARCHIVED CATALOG]

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EDRD607 Theoretical Models and Processes of Reading (3 cr.)

Prerequisite(s): Completion of K-12 Reading Teacher program coursework or concurrent enrollment in final K-12 Reading Teacher program course.
This course explores the theoretical models and research that inform contemporary understandings of reading development across the lifespan. Exploration and critical review of research in areas of interest (e.g., literacy policy, language and cognition in sociocultural contexts, foundations for literacy development, comprehension development, motivation and engagement, and instructional effects on literacy development) are featured. Syntheses of research as it relates to implications for curriculum development and organization are emphasized.

Upon completion of this course, students are expected to be able to do the following:

RLA. A reading leader must have knowledge of the foundations of reading processes and instruction
(2) disseminate knowledge of reading theories and articulate how these translate into effective practices
(5) Synthesize and disseminate the research about the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies and motivation) and how they are related to instructional practices and materials in the classroom, school and district;

RLB. B. A reading leader must use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(7) model lessons highlighting the structures of texts, print and electronic, the challenges presented by these materials, and support teachers as they use this knowledge in lesson design.

RLD. A reading leader must create a literate environment that fosters reading by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the appropriate use of assessments, in order to:
(3) support and coach teachers in the development of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;
(4) promote a school or district-wide philosophy of literacy that integrates technology to create and maintain a reading environment that includes conventional and new literacies;
(5) support and coach teachers as they create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students;

RLE. A reading leader, in viewing professional development as a career-long effort and responsibility, must:
(5) seek leadership opportunities in professional organizations.
 



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