EDCI 3140 Teaching Reading in Elementary

This course acquaints the student with basic assumptions underlying curriculum and processes in reading and gives opportunities to select and use instructional materials. The course encompasses content and pedagogy to develop the reflective practitioner for teaching literacy in the elementary school. It addresses the following themes: curriculum, theory translated into instructional planning and practice, practices that promote effective learning, behavior and relationships, and teaching strategies. Prerequisites: Completion of or concurrent enrollment in EDEL 4500. (2 lect.)

Credits

2 credits

Transfer Status

Transferable to UW.

Major Topics

  • Oral Language Development
  • Phonological and Phonemic Awareness
  • Alphabetic Principle
  • Comprehension
  • Assessment
  • Modifications for diverse learners

Outcomes

In order to successfully complete this course, the student will:

Demonstrate an understanding of the interrelationships among the dimensions of a balanced reading program including phonemic awareness, decoding, fluency, background knowledge, comprehension, and the motivation to read.

Develop effective instruction that integrates attention to the alphabetic principle, construction of meaning, and opportunities to develop fluency.

Demonstrate pedagogical strategies to provide learning experiences that enable children to become competent independent readers.

Demonstrate accommodations for students who are experiencing difficulties in reading.

Describe assessments for various purposes, including determining strengths, planning instruction, flexible grouping, monitoring progress, and assessing curriculum.

Identify a balanced literacy program that provides explicit and systemic instruction within a print-rich environment.