READ 512: Foundations of Literacy: ECE/Elem (3-cr)

COURSE
DESCRIPTION

This introductory graduate course introduces teachers to the foundations of literacy. Learners will explore the factors that influence literacy learning and analyze core understandings about the nature of reading. They will be introduced to consensus research findings and learn how these are translated into best practices in the classroom.

PREREQUISITES

Graduate standing. Learners are assumed to be elementary teachers with access to a classroom of students. Teachers enrolling in this course desire to increase their knowledge about literacy and their ability to incorporate into their teaching best practices based on that knowledge.

COURSE
STRUCTURE

This is an online Blackboard course. Activities include textbook readings with online discussions; contributing to whole-class project; classroom-based application project; papers/reports; one exam. Course outcomes:

be aware of the characteristics of children that may affect literacy learning including language learning and diversity, socio-economic status, ethnic background, and family and community (including media)
analyze and apply the core concepts that teachers need to grasp about learning to read
be able to define essential vocabulary related to literacy learning
synthesize the research-based best practices which foster emergent literacy
synthesize the research-based best practices which foster developing and expanding student literacy
apply best practices to a classroom environment

STANDARDS

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

1.1	Demonstrate knowledge of psychological, sociological, linguistic foundations of reading and writing processes and instruction.
1.2	Demonstrate knowledge of reading research and histories of reading.
1.3	Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
1.4	Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
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.

PRACTICAL
APPLICATIONS

Learners will identify a "best practice" to apply to their own teaching, will submit weekly reflections/progress reports and write a final paper summarizing their successes/failures at applying the best practice in their classroom (an Action Research project).

CORE/ELECTIVE

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

INSTRUCTOR

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)

TARGET
AUDIENCE

Early childhood or Elementary school teachers and those 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

Textbooks are required for this course. You will be sent the textbook titles and suggested purchase locations when you register for the course.

CONTACT

For more details on this course, please contact Dr. Carol Lauritzen.