EDRD600 Foundations of Language and Literacy Development (1-3 cr.)
This course explores the theoretical and scientific underpinnings of literacy development as a basis for developing effective K-12 reading programs. Major topics include knowledge of the relationships between spoken and written language, the historical evolution of English, processes of reading, motivational aspects, stages of reading, spelling, and writing development, and major historical and current instructional approaches and programs for literacy development. Qualitative and quantitative research regarding literacy acquisition and applications to designing balanced reading programs are addressed. This course is also an applied introduction to the study of linguistics as it relates to the teaching of English to non-native speakers. It is divided into language as a system (phonology, morphology, syntax, semantics), the social factors affecting language acquisition and development, and the relationship of learning English to that of learning other languages.
Upon completion of this course, students are expected to be able to do the following:
A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(1) demonstrate the ability to support a philosophy of literacy instruction with theory and research;
(2) indicate knowledge of reading theories and how these translate into effective practices;
(3) apply reading research studies and articulate how these studies impact reading instruction at the elementary, middle, and high school levels;
(4) understand the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents as it pertains to reading instruction;
(5) understand the progression of reading development (emergent, beginning, transitional, intermediate, and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers;
(6) describe developmental progress in oral language and its relationship to reading.
E. A teacher of reading must view professional development as a career-long effort and
(3) seek to be well informed and share up-to-date knowledge of literacy learning with colleagues.
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