TEDX1882X - Reading Fundamentals #2

Course Description

Learning to read is the most important skill students learn in school because it serves as the foundation for all other coursework. Given the importance of this foundational skill, evidence-based practices in literacy development should be employed. This three-course Reading Fundamentals series will help improve your knowledge of evidence-based practices. This knowledge will make you a more informed consumer and an even better advocate for students.

The purpose of this second course in this three-course series is to lay the foundation for effective reading instruction. As part of this course, you will learn about the elements of effective instruction. It is important that all teachers have a firm understanding of effective instructional procedures. Teachers benefit, and more importantly, students benefit, both in terms of their behavior and their academic performance, from effective instruction. Further, you will learn about the importance of reading instruction and read some sobering statistics on reading performance in this country and what happens when individuals are not proficient in reading.

Reading is the cornerstone of an effective education. Without this skill we are limited in so many important life activities. We cannot access the newspaper, read the directions of a new recipe, enjoy a favorite novel, or read a prescription bottle of medication. The list goes on and on. Reading is tied to all other academic areas. Without reading, mathematics, writing, spelling, and the content areas such as science and social studies are difficult, if not impossible, to participate in or complete at an adequate level. College becomes out of the question and many jobs are simply out of reach because they require some basic level of reading or other skill that hinges on reading. An inability to read renders these individuals almost powerless in our society.

Further, a report of the Commission on Reading (1985) entitled Becoming a Nation of Readers noted the following, almost 30 years ago:

Economics research has established that schooling is an investment that forms human capital—that is, knowledge, skill, and problem-solving ability that have enduring value. While a country receives a good investment in education at all levels from nursery school and kindergarten through college, the research reveals that the returns are highest from the early years of schooling when children are first learning to read. (p. 1)

Unfortunately, a vast number of our students are failing in learning to read and/or reading to learn in our schools. The problem does not go away over time. In fact, the majority of these students continue a trend of failure in reading. This problem has not gone without notice. Reading initiatives have tried to tackle this critical academic area “head on” by focusing on evidence-based practices. Further, five essential components of effective reading programs have been identified for grades K-3 and a separate set of components have been targeted for grades 4-12.  K-3 components include phonemic awareness, phonics, fluency, vocabulary, and text comprehension; components for grades 4-12 include word study, fluency, vocabulary, comprehension, and motivation. Empirical studies have shown that students need to acquire skills in these areas to become proficient readers.

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

1. Describe the elements of effective instruction.
2. Discuss the importance of reading instruction.
3. Explain the before, during, and after reading management tips.
4. Outline how behavior management approaches can be integrated into instruction.
5. Describe the reading theories/models.
6. Differentiate between core/comprehensive, strategic/supplemental, and intensive/intervention reading programs.
7. Describe the continuum of effective instructional approaches including the continuum of constructivism.
8. Provide information on reading psychology and development.
9. Trace the evolution of reading from Adams (1990) to Snow et al. (NRC, 1998) to the National Reading Panel Report (2000) and Put Reading First (2006) to recent evidence-based practice guides developed for the Institute of Education Sciences by What Works Clearinghouse.
10. Describe key legislation and funding that affect reading.
11. Discuss what key legislation means to educators.
12. Describe what is meant by Response to Intervention (RTI) and Multi-Tier System of Supports (MTSS).
13. Provide information on how to differentiate instruction for English Language Learners (ELLs).

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.

30 Hours

365 Days

3.0 CEUs

For Additional Information Visit: https://www.virtualeduc.com/html_syllabus/RF2/RF2_UP3_syllabus.htm