READ 533/CI 510: Boy Readers/Boy Writers

COURSE
DESCRIPTION

Boy readers and boy writers can be guided to love the story experience through books and personal writing! Boy's passion for non-fiction and informational text can be promoted and encouraged in literacy settings. Update your current knowledge on gender differences in brain structure and learning preferences. Examine cultural expectations that contribute to boy's attitudes toward the written word. Refine your teaching practices to allow boys appropriate choice and a chance at success. Familiarize yourself with literature favored by boys, including websites that can guide you through selection. You will:

Understand instructional decisions that promote increased engagement for boys in reading and writing activities, including fiction

Increase your familiarity with literature and non-fiction often preferred by boys in elementary, middle and high school

Understand current scientific knowledge in brain variations among genders

Understand boy's learning needs as reflected by learning styles and preferences

Understand cultural influences as they relate to boy's reading and writing instruction, participation and preferences

Increase your familiarity with societal views toward violence in boy's writing

Research claims that suggest boys are not struggling in school

PREREQUISITES

There are no required prerequisites for this graduate-level course. However, learners are assumed to have experience working with elementary and/or secondary students, some of whom are male.

COURSE
STRUCTURE

Online delivery using Blackboard. No face-to-face interactions. Course readings and assignments; Discussion Board, Threaded Discussion; providing responses on selected topics and exercises to share with one another.

STANDARDS

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

1.1	Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.2	Demonstrate knowledge of reading research and histories of reading.
2.2	Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.2	Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
4.3	Model reading and writing enthusiastically as valued lifelong activities.
4.4	Motivate learners to be lifelong readers.
5.1	Display positive dispositions related to reading and the teaching of reading.
5.3	Work with colleagues to observe, evaluate, and provide feedback on each other's practice.

PRACTICAL
APPLICATIONS

Teachers will gain important background knowledge and effective strategies to facilitate their instructional planning and delivery of literacy instruction to boys.

CORE/ELECTIVE

This graduate course can be used as 3 core or elective credits in the Literacy Strategies and Methods thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or as a stand-alone course.

INSTRUCTOR

Dr. , Kimberly Skach, M.S., PSU Adjunct Instructor and Oregon Reading Specialist. Skach has spent the past 9 years as a Title 1 teacher and Literacy Coach in the David Douglas School District. From 1986 - 1997 she was a National Workshop Developer, Senior Trainer and Editorial Consultant for The Wright Group Publishers. She is the author of Building a Balanced Literacy Program (The Wright Group) and has edited numerous teacher training manuals and professional resource materials.

TARGET
AUDIENCE

This course is designed to help teachers refine their teaching practices to allow boys appropriate reading choices and success in reading and writing.

TIME
COMMITMENT

Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due according to posted deadlines.

TEXTBOOK

A textbook is required for this course. Check the PSU ReadOregon website.

COST

No course in the ReadOregon curriculum will cost more than $330 per credit, including all fees.

CONTACT

For more details on this course, please contact Kimberly Skach or Val Katagiri at Portland State University.