TM
TM
VALDOSTA STATE UNIVERSITY
COLLEGE OF EDUCATION
DEPARTMENT OF EARLY CHILDHOOD AND READING EDUCATION
SPRING SEMESTER, 1999
READ 4530
TEACHING READING TO CHILDREN WITH EXCEPTIONALITIES
3 SEMESTER HOURS
REQUIRED TEXTBOOKS
Cunningham, P. M. and Allington, R. L. (1999). Classrooms that work: They can all read and write (2nd ed.). New York: Longman.
MAJOR REFERNECE
Carnine, D. W., Silbert, J., & Kameenui, E. J. (1997). Direct instruction reading (3rd ed.). Columbus, Ohio: Merrill.
SUPPLEMENTARY BOOKS (On reserve in the IMC or with instructor)
Atwell, N. (1998). In the middle: Writing, reading, and learning with adolescents (2nd ed.). Portsmouth, NH: Boynton/Cook Publishers.
A good section on activities for use in the upper elementary grade level.
Baer, G. T. (1999). Self-paced phonics (2nd ed.). Columbus, Ohio: Merrill.
Good reference for reinforcement of terminology content for phonics unit.
Bauer, K., & Drew, R. (1992). Alternatives to worksheets. Cypress, California: Creative Teaching Press, Inc.
A "must see". Good examples of hands-on types of activities. A second book has also been published - Alternatives to worksheets, II.
Cunningham, P. M. (1995). Phonics they use (2nd ed.). New York: HarperCollins Publishers. LB 157.3 C86
The classic reference for word walls and making words. Copies available for purchase at the Learning Tree.
Cunningham, P. M., & Hall D. P. (1994). Making Words. Parsippany, NJ: Good Apple.
Book of approximately 150 words for use with the strategy - making words in grades 1-3. Copies available for purchase at the Learning Tree.
Cunningham, P. M., & Hall D. P. (1994). Making Big Words. Parsippany, NJ: Good Apple.
Book of approximately 150 words for use with the strategy - making words in grades 3-6. Copies available for purchase at the Learning Tree.
Fairfax, B., & Garcia, A. (1992). Read! Write! Publish!: Making books in the classroom. Cypress, California: Creative Teaching Press, Inc.
Similar to the Alternative to worksheets. Good hands-on types of activities illustrated.
Fox, B.J. (1996). Strategies for word identification. Columbus, OH: Merrill.
Strategies for teaching word identification.
Heilman, A. W. (1993). Phonics in proper perspective (7th ed.). New York: Macmillan. LB 1573.3 H44
Good examples of how to teach phonics. Basic background is embedded in the illustrations of teaching procedures.
Hull, M. A. (1994). Phonics for the teacher of reading (6th ed.). New York: Macmillan. LB 1573.3 H85
Programmed text for learning most of the generalizations, letter-sound associations, etc. Extensive/detailed coverage. A 50-item pretest and a 50-item posttest with answers included. Sections of this text may be required for students not demonstrating proficiency on test administered in class.
Routman, R. (1988). Transitions. Portsmouth, NH: Heinemann. LB 1573.33 R68
See the blue pages for hands-on types of activities.
Routman, R. (1996). Literacy at the crossroads. Portsmouth, NH: Heinemann. LB 1576 R758
Chapter 1 is a good summary of the phonics vs. whole language controversy. Chapter 3 is a good discussion of what is "whole language".
Tierney, R. J., Readence, J. E., & Dishner, E. K. (1995). Reading strategies and practices: Guide for improving instruction (4th ed.). Boston: Allyn and Bacon.
Brief summaries of 87 strategies and practices to be implemented in the classroom. Good for supplementing classroom discussions on various topics. Good reference for future implementation.
Wilson, R. M. & Hall, M. (1997). Programmed word attack for teachers (6th ed.). Columbus: Charles E. Merrill.
Linear programmed format. Covers most generalizations and graphemic-phonemic correspondences. Check the table of contents for detailed area you need to explore. LB 1573 H5
COURSE DESCRIPTION
An introduction to the methods and materials for teaching reading to exceptional children within a balanced approach to reading instruction. Topics covered will include building a literacy foundation, developing word identification skills, and developing vocabulary and comprehension. This course is for special education teachers.
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES
Listed below are the conceptual framework principles that have been identified for this course.
1. The teacher understands the central concepts, tools of inquiry, and structures of the fields of knowledge taught and creates learning experiences that make these aspects of subject matter meaningful for students.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. The teacher understands and uses a variety of instructional strategies to encourage students? development of critical thinking, problem solving, and performance skills.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
7. The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
GENERAL COURSE OBJECTIVES CORRELATED WITH CONCEPTUAL FRAMEWORK
Upon completion of this course, students will be able to:
SPECIFIC COURSE OBJECTIVES:
Through the varied learning experiences of this course, the students will be able to:
Nature of Reading
1. Explain the role of language and experience as factors in literacy learning
2. Explain the importance of knowing how literacy is used in different cultures
3. Discuss the active, constructive role of the pupil in literacy tasks
4. Contrast the major theories of reading instruction
5. Discuss the main stages in literacy development
6. Describe the status of today's readers
7. Identify the basic principles of facilitating reading development
8. Explain and evaluate major approaches to the teaching of reading and their underlying principles
9. Begin developing one's own philosophy of reading instruction by combining the best of several approaches as appropriate for diverse learners
Fostering Emergent Literacy
10. Explain and apply the concept of emergent literacy
11. Discuss the value of reading aloud to children
12. Use effective oral reading techniques
13. Reference appropriate books for reading aloud
14. Discuss and apply a variety of techniques for building schema
15. Explain and teach major concepts of print and initial reading
16. Discuss and apply the concept of writing as a part of emergent literacy
17. Discuss and apply a variety of techniques for teaching and reinforcing alphabet knowledge and phonemic awareness
18. Identify factors that influence beginning reading
Word Recognition Skills/Strategies
20. Identify the components and role of word recognition skills
21. Identify sources of initial vocabulary words
22. Teach and reinforce for automaticity in vocabulary
23. Guide the application of contextual cues
24. Explain the role of phonics and the basic principles for teaching phonics
25. Compare major approaches to teaching phonics
26. Utilize major consonant and vowel correspondences, major phonic generalizations, and major patterns of English used in word analysis and spelling.
27. Teach contextual cues and phonic cues in an integrated, functional, and
meaningful way and through systematic explicit instruction.
28. Teach and reinforce morphemic/structural analysis and dictionary skills
28. Teach for the utilization of strategies in word analysis
29. Guide students in a balanced use of word recognition skills
Vocabulary and Comprehension Strategies
thinking, reading comprehension, and oral and written language.
32. Utilize both planned and incidental opportunities for teaching vocabulary
33. Use a variety of techniques to teach and reinforce vocabulary
34. Create an interest in words
35. Explain and apply schema theory and mental models of comprehension
36. Teach preparational, organizational, elaboration, and monitoring strategies
37. Use questions and discussions to enhance comprehension
38. Use the directed reading activity and direct reading-thinking activity model
39. Use visuals and graphic organizers for comprehension
Content Area Reading and Study Skills
and materials
41. Select appropriate reading materials
42. Use a variety of procedures to enhance comprehension of expository materials
43. Identify and teach major skills and strategies important in the comprehension of social studies, science and mathematics texts
44. Explain the principles on which effective study and retention are based
45. Teach varied techniques to enhance retention
46. Guide students in creating and putting into effect a workable study plan
47. Teach techniques to build students' flexibility of reading rate
48. Teach essential research skills
49. Guide students in when and where, as well as how to use, study and research strategies
Students with Special Needs
disabilities and at-risk students
51. Value diverse languages, dialects, cultures, and literacy heritages
52. Provide for the development of motor, cognitive, academic, social, language, affective, career, and functional life skills for students with exceptional learning needs.
53. Make adaptation for learning styles
Management and Assessment
54. Explain the uses, strengths, and weaknesses of a variety of informal assessment measures and techniques
55. Use portfolios as an assessment tool
56. Involve students in the evaluative process
57. Use coding of oral reading for diagnostic/instructional purposes
COURSE PREQUISTIES & CO-REQUISITIES
Students are to maintain an active e-mail account.
Students are expected to be able to access Internet sites and conduct searches.
Students are expected to be able to use GALILEO for accessing journal articles.
Students must be admitted to the Teacher Education Program as verified by a green sticker on the VSU identification card or be in the process of seeking admission. Students new to VSU are allowed one semester to obtain admission.
COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS
In addition on class examinations and attendance each student will:
Read 10 articles on reading instruction for special needs students. Submit the articles with highlighting of important points and reactions recorded in the margins. Report on the article in class and/or discussion groups. One article is due each Monday.
Select one reading skill and compile 25 activities for teaching that skill. Submit the report to the instructor in WORD on a diskette and one hard copy of the report. Hard copies will be made for the class. The student submitting the report will be asked to demonstrate one of the activities with the class and answer any questions about the other activites. All reports will be compiled on one diskette and copied to the diskette you submit. Suggested areas will be compiled in class.
Examples: Letter names
High frequency words
Letter-sound associations
Hand-eye coordination, pre-writing skill
Directional words for math
Blending sounds
Phonemic awareness
Survial words
Medications
Environmental Signs
Listening skills
Rhyming sounds
Beginning sounds
Following directions
COURSE EVALUATION
Grading: A=90-100% B=80-89% C=70-79% D=60-69% F=0-59% of maximum number of points.
ATTENDANCE POLICY
Any absence may result in the subtraction of 5 points each for grading purposes and may
result in additional non-credit assignments; in order to meet the course objectives for the class
missed. Tardiness is also recorded and dealt with on an individual basis.
SPECIAL NEEDS STATEMENT
Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services Office in Nevins Hall, Room 225-A. The phone number is 245-2498.
WRITING CENTER
For assistance with writing problems, call the VSU Writing Center at 333-7387. The Center is located in 204 West Hall. Call for an appointment or drop by. This is a free service for VSU students.
OTHER
Return of Materials:
Any papers, reports, lesson plans, etc. not picked-up by students at the end of the term will be keep in the instructor's office until midterm of the following semester. After that time, the items may be discarded.
Technology Workshops
The Technology Center at VSU offers many valuable workshops. You are encouraged to participate in the workshops when you are able to do so. Registration is required and fees are usually required. Most of the workshops are scheduled from 9:00 a.m. to 3:00 p.m.
INSTRUCTOR
Donna Croll, Ph.D. 912-333-5624 (Departmental 333-5929)
Early Childhood and Reading Education FAX 912-333-7167
Valdosta State University E-mail: dcroll@valdosta.edu
Valdosta, GA 31698 Office Hours: TBA in class
| Submitted by: | Chief Compiler: | Date: |
| Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102 |
Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167 |
February 1, 1999 |
Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist
Appendix:
Course Syllabi | Faculty Vitae | Practicum Handbook | Student Teaching
Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate
Catalog | Graduate Catalog | Student
Enrollment