TEDX1883X - Reading Fundamentals #3

Course Description

This course will focus on learning to read, reading to learn, and an introduction to reading assessment. As part of these two key areas of reading instruction, the five elements of effective reading instruction will be highlighted, including definitions, implications for instruction, and future directions. These five elements include instruction in phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Further, we discuss information on teacher preparation in learning about comprehension strategy instruction and reading instruction, as well as how to integrate computer technology into the classroom. Additionally, the course will provide information on important assessment terms and definitions and will explore how reading assessment fits within federal mandated programs, including the Common Core State Standards in English Language Arts. This analysis includes specific recommendations for understanding student reading needs using screening, diagnostic, and progress-monitoring assessments. Finally, the course describes how teachers can conduct and use pivotal curriculum-based measurement procedures in their classrooms.

The Reading Fundamentals program focuses on implementing proven methods of early reading instruction in classrooms. The No Child Left Behind Act of 2001 added two new reading programs to the Elementary and Secondary Education Act: Reading First and Early Reading First--both under the Bush Administration. Under the Obama Administration, funds were accessed under the Striving Readers Comprehensive Literacy program. Funding was focused on advancing literacy skills for children from birth to grade 12. An emphasis was placed on research-based classroom instruction and assessment and targeted interventions for those reading below grade level. Race to the Top was another initiative offering funding. Four educational reform areas are included: quality standards and assessments, data system to improve instruction, great teachers and principals, and turnaround of lowest-achieving schools.

This course will focus on learning to read and reading to learn. As part of these two key areas of reading instruction, prereading skills for preschoolers will be briefly described. Additionally, the five elements of effective reading instruction will be highlighted, including definitions, implications for instruction, and future directions. These five elements include instruction in: phonemic awareness, phonics, fluency, vocabulary, and text comprehension (grades K-3); and word study, fluency, vocabulary, comprehension, and motivation (grades 4-12).

Further, we discuss information on teacher preparation in learning about comprehension strategy instruction and reading instruction and how to integrate computer technology into the classroom. Additionally, this course will describe the Consumer’s Guide to Evaluating a Core Reading Program by Simmons and Kame’enui (2006), a well-respected document for evaluating programs based on the National Reading Panel Report (NICHD, 2000). Also, the Planning and Evaluation Tool for Effective Schoolwide Reading Programs by Kame’enui and Simmons (2003) and the Rubric for evaluating reading/language arts instructional materials for kindergarten to grade 5 by Foorman, Smith, and Kosanovich (2017) will be addressed. Finally, this course will highlight the Common Core State Standards in English Language Arts and offer recommendations on increasing text complexity and the use of close reading in our schools, reading accomplishments by grade level, reading interventions for students in Grades K-12, and the use of tutoring programs.

We conclude with information on important assessment terms and definitions. Further, we provide information on how reading assessment fits within the Reading First Program. We include detailed information on the Analysis of Reading Assessment Instruments for K-3 (Institute for the Development of Educational Achievement, 2002) completed by key leaders in the assessment field. This analysis includes specific recommendations on 29 reading assessments. We describe how response to intervention (RTI) and multitier system of support (MTSS) are used to understand student reading needs, including screening, diagnosing where to focus instruction, and monitoring student reading progress over time. We demonstrate how teachers can link assessment with instruction and data-based decision making in classroom settings, with particular focus on pivotal curriculum-based measurement procedures.

As a result of this course, participants will demonstrate their ability to:

1. Describe learning to read and reading to learn.
2. Discuss important aspects of phonemic awareness instruction.
3. Identify important aspects of phonics instruction.
4. Describe important aspects of fluency instruction.
5. Note important aspects of vocabulary instruction.
6. Discuss important aspects of text comprehension.
7. Describe various aspects of teacher preparation and education in comprehension strategy instruction and reading instruction.
8. Note how computer technology can be used in reading instruction.
9. Provide details on the Consumer’s Guide to Evaluating a Core Reading Program by Simmons and Kame’enui (2003) and the Planning and Evaluation Tool for Effective Schoolwide Reading Programs by Kame’enui and Simmons (2000).
10. Provide details on the Rubric for evaluating reading/language arts instructional materials for kindergarten to grade 5 by Foorman, Smith, and Kosanovich (2017).
11. Describe accomplishments that can be expected for students in grades K-3.
12. Discuss important aspects of adolescent literacy instruction and assessment (grades 4-12).
13. Discuss important aspects of word study and motivation.
14. Describe reading remediation guidelines and interventions for students in grades K-12.
15. Describe how to incorporate tutoring as an effective reading intervention.
16. Define important assessment terms.
17. Discuss technical quality, test interpretation, and assessment purposes.
18. Note how assessment fits within federally mandated programs, including Common Core State Standards in English Language Arts.
19. Apply response to intervention (RTI) systems/multitier system of support (MTSS) approaches to understand student reading needs, including screening, diagnosing where to focus instruction, and monitoring student reading progress.
20. Discuss important ways to link assessment with instruction.
21. Detail the use of data-based decision making in classroom settings, with particular focus on various types of curriculum-based measurement procedures.

There are no prerequisites.

As a student you will be expected to:

• Complete all six information sections showing a competent understanding of the material presented in each section.
• Complete all six section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course. *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
• Complete a review of any section on which your examination score was below 50%.
• Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
• Complete a course evaluation form at the end of the course.

40 Hours

365 Days

4.0 CEUs

For Additional Information Visit: https://www.virtualeduc.com/html_syllabus/RF3/RF3_UP3_syllabus.htm