Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Desire to Learn!)

CI 510/READ 531: Teaching the Struggling Adolescent Reader (3 credits)
Winter 2008, 2009, 2010, 2011
Spring 2013
Spring 2013: 04/01/13 - 06/14/13

Catherine Czerwinski - Portland State University

COURSE
DESCRIPTION
This course is for middle and high school teachers who want to experience hands-on teaching and learning strategies for improving motivation and learning in the core subject areas. As part of a collaborative effort, teachers will work with each other to develop tutoring plans and activities in curriculum materials to be used in teaching struggling readers in their own classrooms.
PREREQUISITES There are no required prerequisites for this course. However, learners are assumed to be teachers with access to middle and/or high school students.
COURSE
STRUCTURE
Readings of books, articles, and Internet with postings to discussion board; classroom-based assignments for middle and high school students; culminating project. Students will :
  1. Complete 5 required readings
  2. Design, administer and assess a pretest and post-test for struggling reader(s)
  3. Prepare or teach 3 intervention lessons
  4. Complete final write-up of case report
STANDARDS This course supports the following International Reading Association's 2010 Standards for Reading Professionals:
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.
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.
PRACTICAL
APPLICATIONS
Students will:
  1. Learn about national trends in adolescent reading, particularly the National Reading Panel's recommendations, the Alliance for Excellent Education position, and the National Reading Conference's Effective literacy Instruction for adolescents addressing the implication of adolescents' multiple literacies: print, as well as digital texts.
  2. Use a wide range of instructional practices, approaches and methods for struggling readers at different stages of development and from differing cultural and linguistic backgrounds.
  3. Use a wide range of curriculum materials in effective reading instruction for struggling readers.
  4. Use the appropriate assessment method to determine students' proficiencies and/or difficulties.
  5. Use students' interests, reading abilities and backgrounds as foundations for the reading and writing program.
  6. Learn ways to work collaboratively with other content area teachers to incorporate literacy instruction for struggling readers.
CORE/ELECTIVE This graduate course can be used to fulfill the 3-credit requirement in the Literacy Strategies & Methods thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development. It can also be used as an elective.
INSTRUCTOR Catherine Czerwinski, Adjunct Instructor, Portland State University Graduate School of Education. K-12 teacher-researcher. Regular contributor to ChoiceLiteracy.com. (BS, State University of New York at Geneseo; M.Ed., Lewis & Clark College, Oregon)
TARGET
AUDIENCE
Middle and high school teachers, teachers seeking a reading endorsement, and tutors and other instructional professionals interested in learning better teaching strategies to help struggling adolescent readers.
TIME
COMMITMENT
Students should expect to spend approximately 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing classroom-based assignments and final project). 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. Please check with PSU's ReadOregon program.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees, for students in the ReadOregon program.
CONTACT For more details on this course, please contact Elizabeth Snyder (PSU program coordinator) at Portland State University.

REGISTER at PSU

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


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