READ 531: Teaching Struggling Adolescent Readers

COURSE
DESCRIPTION

This course is designed to help teachers to develop an understanding and teaching repertoire that will allow them to effectively assist adolescent learners who struggle with literacy and to empower teachers to help all their students reap the benefits that accompany strong literacy skills.

PREREQUISITES

Graduate standing. It is assumed that all participants in this course have access to a middle/high school level classroom where they can conduct observations as well as incorporate the reading strategies we discuss in this class.

COURSE
STRUCTURE

Textbook readings with posted reflections; posting to whole class discussion forums; providing feedback to other learners; book talks; tutoring and keeping a tutoring log; and a final report on tutoring a struggling adolescent reader.

STANDARDS

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

2.1	Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
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.
3.1	Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.3	Model reading and writing enthusiastically as valued lifelong activities.
4.4	Motivate learners to be lifelong readers.

PRACTICAL
APPLICATIONS

Upon completion of this course, participants will have

conducted and reflected on a tutorial in which they provided individualized assistance to an adolescent who was struggling with reading.
developed a set of guidelines for assessing struggling adolescent readers.
developed a repertoire of instructional interventions to assist struggling adolescent readers.
come to understand how to differentiate instruction to meet the needs of struggling readers in the classroom.

CORE/ELECTIVE

This graduate course can 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

Lisa Snyder, Visiting Assistant Professor, Eastern Oregon University. Eight years of secondary teaching and administrative experience in English, reading, ESL. Expertise in integrating technology into the curriculum. (BA, SUNY College at New Paltz; MS, SUNY at Albany; Ph.D., Argosy University.)

TARGET
AUDIENCE

Middle and high school teachers with struggling readers in their classroom. Teachers seeking a reading endorsement at the middle or high school authorization level.

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

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, for students in the ReadOregon program.

CONTACT

For more details on this course, please contact Lisa Snyder at lsnyder@eou.edu.