Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education


READ 515: ECE Foundations of Literacy Development (3 cr)
Fall 2003 (1 or 3 credits)
Winter 2005, 2006, 2007, 2008, 2009
Spring 2011
Fall 2009, 2010, 2011, 2012, 2013
Fall 2013: 09/30/13 12/13/13

Rebecca Olien - Southern Oregon University

This course examines the process of early language development and the emergence of literacy focusing on the first eight years of life. The course studies literacy development within diverse contexts and the influence of individual, cultural, linguistic, ethnic, and racial differences as well as abilities/disabilities. It considers ways of promoting language and literacy development, including the selection and use of activities and materials suitable for the facilitation of early literacy.
PREREQUISITES There are no required prerequisites for this graduate level course. However, learners are assumed to be teachers with access to early childhood children.
Textbook, library, and online readings with posted weekly reflections; posting to whole class discussion forums; providing feedback to other learners; practical, applied assignments plus an integrative capstone project.
STANDARDS This course supports the following International Reading Association's 2010 Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
3.3 Candidates use assessment information to plan and evaluate instruction.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write.
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
This course in the ReadOregon program incorporates assignments that require practical application of ideas learned. Student observation provides a necessary basis for understanding the emerging phenomena of language and literacy development and makes a critical contribution to curriculum planning in preschool and primary grade level settings.
CORE/ELECTIVE This graduate course can be used as 3 core or elective credits in the Literacy Foundations thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.
INSTRUCTOR Rebecca Olien, SOU Instructor. Education program coordinator for museum of art and science museum. Educational materials author/developer. 15 years elementary school teaching. (BS, Michigan State University; MS, University of Wisconsin - Eau Claire)
Early childhood and elementary teachers and those seeking a Reading Specialist endorsement.
Students should expect to spend 9 hours per week for 10 weeks in course-related activities for this 3-credit course (e.g., reading the text and course materials, posting to discussion forums, completing written and ECE 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 A textbook is required for this course. You will be sent the textbook title and suggested purchase locations when you register for the course.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including fees, for students in the ReadOregon program.
CONTACT(S) For more details on this course, please contact Angela Huftill at Southern Oregon University.

For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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