RED 4342 - Foundations of Research Based Practices of Reading Education and Application of Instruction

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2024 (630)

Requisites

Permission of the Program or
Admission to Educator Preparation Institute (EPI) with Reading Endorsement (Certificate with Financial Aid Eligibility) (EPIR-CT)

Course Description

This course provides a deeper conceptualization of the principles of explicit, systematic, and sequential evidence-based reading research as the foundation of comprehensive literacy instruction for K-12 learners. This course embeds each of the major components of the reading process to assist students in literacy acquisition. Preservice teachers will apply effective, evidence-based instructional interventions based on data. Preservice teachers will identify reading difficulties, including identification of students with characteristics of dyslexia, provide appropriate interventions and conduct effective progress monitoring.

Learning Outcomes and Objectives

  1. The preservice teacher will demonstrate a comprehensive understanding of the six components of reading as a process (i.e., oral language, phonological awareness, phonics, fluency, vocabulary and comprehension) by:
    1. Defining key terms related to each component and locating assessments for each.
    2. Describing how the students’ development of oral language (i.e., phonology, morphology, syntax, semantics and pragmatics) relates to language comprehension.
    3. Analyzing the differences between phonological awareness (e.g., words, syllables, rimes) and phonemic awareness (phonemes).
    4. Explaining how the variation in students’ oral language exposure and development requires differentiated instruction.
    5. Analyzing the connection of evidence-based spelling and writing practices with phonics instruction.
    6. Explaining how independent readers activate their background knowledge, self-monitor and self-correct to enhance fluency as a bridge to comprehending text.
    7. Identifying intentional explicit, systematic and sequential evidence-based practices for vocabulary development and scaffolding concept development.
    8. Discussing how the interaction of reader characteristics, motivation, text complexity and purpose of reading, impacts comprehension and student engagement.
  2. The preservice teacher will apply the components of reading as a process by:
    1. Describing ways to teach each component (i.e., comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary).
    2. Evaluating existing English Language Arts lesson plans.
    3. Researching informal and formal assessment instruments and evidence-based interventions.
    4. Discussing appropriate interventions, modifications, and accommodations for K-12 learners including those with difficulties in reading, students with exceptionalities and English Learners.
    5. Locating digital and print texts to support instruction and extended class discussions.
    6. Comparing phonological and written characteristics of English with other languages.
    7. Explaining how to engage and support caregivers and families in evidence-based language and reading development activities for their children and adolescents.
  3. The preservice teacher will scaffold K-12 learning by applying the principles of evidence-based reading instruction by:
    1. Selecting appropriate strategies to scaffold literacy skills and increase background knowledge for all K-12 learners, including English Learners.
    2. Implementing multimodal reading interventions to small groups of students based on data.
    3. Creating an environment to practice appropriate social and academic language for discussion of diverse texts, including narrative and informational texts.
    4. Explaining how they will create opportunities for K-12 learners to practice social and academic language through oral and written discussion.
  4. The preservice teacher will integrate the components of reading to address K-12 learners’ literacy needs by:
    1. Analyzing video case studies of K-12 learners with reading and writing difficulties, including those with dyslexia.
    2. Documenting and reviewing K-12 learners’ data to determine strengths and areas of concern.
    3. Selecting appropriate multimodal interventions to improve students’ learning.
    4. Creating an arts-based artifact or infographic depicting the interdependence of the components of reading and the importance of self-monitoring.

Criteria Performance Standard

Upon successful completion of the course the preservice teacher will, with a minimum of 75% accuracy, demonstrate mastery of the stated course objectives.

History of Changes

C&I Approval: , BOT Approval: , Effective Term: Fall 2020 (580).
C&I Approval: 07/21/2023, BOT Approval: 09/19/2023, Effective Term: Spring 2024 (630)

Related Programs

  1. Educator Preparation Institute (EPI) with Reading Endorsement (EPIR-CT) (660) (Active)