(EDR621) Syllabus of Record

(EDR 621) Current Issues and Trends in Literacy Syllabus of Record

Catalog Description: Current Issues and Trends in Literacy is an introduction to language learning and cognitive development. The course explores theoretical constructs underlying an interactive, intertextual view of literacy. Historical and multicultural trends regarding beliefs about the reader, the text, and contexts for instruction will be explored. Three credits.

Unit Mission, Philosophy, Values:

Our Mission: “Teaching, Leading and Learning in a Democratic Society” The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy: Student Potential, Ethical Implications Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders a) to enhance the academic and personal potential of their students b) to evaluate the social and ethical implications of educational policies and practices.

Values: “Expertise, Equity, Liberal Education, Social Responsibility” The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and Program Standards:

Unit Standards: . Michigan Department of Education (MDE) . National Association for the Accreditation of Teacher Education (NCATE)

Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS, Propositions 1, 2, 3, 4, 5)

Specialty Program Standards: International Reading Association (IRA, 1.1 and 1.2)

Course Standards and Assessments:

Course Standards: National Board for Professional Teaching Standards, Proposition #4 Teachers Think Systematically About their Practice . Make difficult choices . Draw on research and theory to inform practice

Common Course Assessments: 1) Graphic Organizer, 2) Historical Perspective Major Topics: . Major theories in the foundational areas as they relate to reading . Major reading studies/research . Links between research and theory and classroom practice as it relates to reading

Additional Information:

The class will use lecture, discussion, cooperative learning, structured class activities, technology (i.e., Power Point, the Web, and videos) and an electronic bulletin board Blackboard as the methods of instruction.

Course Knowledge Base:

Allen, L. (1998). An integrated strategies approach: Making word identification instruction work for beginning readers. The Reading Teacher, 52 (3), 254-268.

Clymer, T. (1996). The utility of phonic generalizations in the primary grades. The Reading Teacher, 50 (3), 182-187.

Cunningham, P., & Allington, R. (1999). Classrooms that work: They can all read and write (2nd ed.). New York: Longman.

Goodman, K. (1993). Phonics phacts. Portsmouth, NH: Heinemann.

Graves, M.; van den Broek, P.; Taylor, B. (Eds.). (1996). The first “r”: Every child’s right to read. NY: Teachers College Press and Newark, DE: International Reading Association.

Hacker, D., Dunlosky, J., & Graesser, M. (Eds.). (1998). Metacognition in educational theory and practice. Nahweh, NJ: Lawrence Erlbaum Associates.

Howe, M. E., Grierson, S. T., & Richmond, M. G. (1997). A comparison of teachers’ knowledge and use of content reading strategies in the primary grades. Reading Research and Instruction, 36 (4), 305-324.

Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (2000). Handbook of readingresearch: Volume III. Mahwah, NJ: Lawrence Erlbaum Associates.

Monaghan, E. J., & Barry, A. L. (1999). Writing the past: Teaching reading in colonial America and the United States 1640-1940. Newark, DE: International Reading Association.

Opitz, M. (Ed.) (1998). Literacy instruction for culturally and linguistically diverse students. Newark, DE: International Reading Association.

Robinson, R. D. (Ed.). (2000). Historical sources in U. S. reading education 1900-1970. Newark, DE: International Reading Association.

Robinson, R. D., McKenna, M. C., & Wedman, J. M. (Eds.). (2004). Issues and trends in literacy education. (3rd ed.). Boston, MA: Pearson.

Rupley, W. H., Logan, J. W., & Nichols, W. D. (1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52 (4), 336-346.