Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Blackboard)

ED 568: School Reading Programs (3 credits)

Winter: 2004, 2005, 2006, 2014
Spring: 2007, 2008, 2009, 2010, 2011
Summer: 2010
Fall: 2008, 2010, 2011, 2012, 2013
Winter 2014 (01/06/14 - 03/21/14)

Dr. Amanda Villagomez, Eastern Oregon University

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.
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 2010 revised 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.
6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
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.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4 Candidates understand and influence local, state, or national policy decisions.
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. Amanda Villagomez, Assistant Professor, College of Education, Eastern Oregon University. Dr. Villagomez coordinates the reading program at EOU. She is passionate about literacy and biliteracy development. Prior to EOU, she taught for seven years in Oregon, including: high school ESL and Spanish; middle school reading, ESL, language arts, and social studies; 4th-8th grade Spanish and English language development; and a self-contained dual immersion 6th grade class. She also has experience teaching adult ESL courses and providing reading and writing workshop push-in support alongside K-5 colleagues. (BA & MTE, Eastern Oregon University; Ph.D. Boise State University)
Title I teachers and teachers seeking a reading endorsement.
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 $359 per credit, including fees, for students in the ReadOregon program.
CONTACT For more details on this course, please contact Dr. Amanda Villagomez, Eastern Oregon University.

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

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