ED 568: School Reading Programs

COURSE
DESCRIPTION

Characteristics of outstanding reading programs, problem-solving in curriculum & instruction within a school and district context, role of all stakeholders in literacy including school personnel, parents, public, press, and politicians.

PREREQUISITES

Graduate standing. Learners should have completed a literacy foundations course prior to ED 568. Learners are assumed to be teachers with access to elementary and/or secondary students.

COURSE
STRUCTURE

This is a Blackboard-facilitated course. Each student will be expected to contribute to discussion boards on a weekly basis. Students will also be expected to develop a portfolio of projects which are appropriate to their school environment and which will facilitate their growth as a reading specialist.

STANDARDS

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

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.
2.3	Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
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.
4.4	Motivate learners to be lifelong readers.
5.1	Display positive dispositions related to reading and the teaching of reading.
5.2	Continue to pursue the development of professional knowledge and dispositions.
5.3	Work with colleagues to observe, evaluate, and provide feedback on each other's practice.
5.4	Participate in, initiate, implement, and evaluate professional development programs.

PRACTICAL
APPLICATIONS

Course Outcomes: Upon completion of the course, the student should:

Have an awareness of historical changes in the teaching of reading in the United States
Be able to develop a written vision statement regarding literacy learning that is consistent with state and IRA/NCTE Reading/Language Arts Standards
Be able to form a literacy program planning team
Be able to design a school wide or district wide literacy needs assessment, administer the assessment, analyze the results and create an action plan based on the needs assessment
Understand the role of the reading specialist in assessment and intervention
Describe the structure and organization of reading programs at the district level, school level, classroom level
Describe the role of other personnel in facilitating students' success as readers, including: reading specialists, Title I teachers, classroom aides, parents and volunteers
Be able to work with students, parents, teachers, instructional assistants, and administrators in implementing and sustaining an effective literacy program
Analyze the appropriateness of language and literacy programs for English language learners
Have a process for selecting instructional materials
Have an understanding of how to provide coaching/guidance to other teachers
Be able to work with families to support students in literacy learning

CORE/ELECTIVE

This graduate course can be used as 3 core credits in the Literacy Leadership thematic area in the 24-credit Reading Endorsement program, as 3 elective credits in the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.

INSTRUCTOR

Dr. Phillip W. Hofmann, Assistant Professor of Literacy and Education, Eastern Oregon University. 21 years as K-12 language arts and reading teacher in California and Oregon. Eleven years teaching at EOU. Reader's Theater expert. Author of children's books. (BA, San Diego State University; MA and PhD, Claremont Graduate University)
Dr. Carol Lauritzen, Professor, College of Education, Eastern Oregon University. Fourteen years of K-12 experience including 3 years as a classroom teacher and 11 years as a language arts specialist. (BA, University of Nebraska; MA, Ph.D., University of Missouri)
--> Dr. Karyn Gomez, Assistant Professor, College of Education. University teaching, 6 years. Upper elementary classroom teacher, 18 years. (BA, Pacific Lutheran University; M.Ed. and Ed.D., Texas A&M University, Commerce TX)

TARGET
AUDIENCE

Title I teachers and teachers seeking a reading endorsement.

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 as posted.

TEXTBOOK

Textbook(s) are required for this course. You will find the textbook listed in the syllabus that is posted online at the EOU website or you may contact the instructor. For most classes, the EOU Bookstore will be a source for the textbook.

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 Dr. Phillip W. Hofmann, Eastern Oregon University.