ED594Q  Reading Comprehension - A Quest for Clarity               

Semester  Spring 2024

Online  3 Graduate Credit Hours

Instructor:  Kelly Moran, Ed.D.

Cell Phone: (440) 376-0673                            

Email:  kellyannteacher@gmail.com

Classroom Location:  NA, online                 

Office hours:  anytime, simply send an email.  I will respond within 24-48 hours.       

 

INTRODUCTION

ED594Q  is thoughtfully crafted to enhance the proficiency of educators in the realm of Reading Comprehension Instruction. This course is designed for paraprofessionals, teachers, administrators, and district leaders seeking to elevate their ability to teach and nurture reading comprehension skills. Participants will actively participate in intellectual and reflective exercises aimed at expanding their understanding of effective strategies for fostering reading comprehension.

 

Ohio’s Plan to Raise Literacy Achievement serves as a guide to evidence-based language and literacy teaching and learning for all learners from birth through grade 12 with the aim to improve overall reading comprehension for Ohio students. The plan articulates a state literacy framework aimed at promoting proficiency in reading, writing and communication for all learners. Educators in the state of Ohio are responsible for delivering content to students that is often presented in written text in which students are required to read and comprehend.  Whether a specified teacher of reading, or a teacher of discipline area content, the ability to comprehend is of importance.

This course aligns with the five vision action statements in the state’s plan as it affords teachers and  leaders the skills, content, and research necessary to grow and refine their capacity for implementing evidence based literacy instruction and intervention to lift students to higher levels of overall comprehension..  Additionally, the course aligns to these vision statements by providing participants a structured road map for increasing their instructional effectiveness in teaching reading comprehension  and growing their support networks for continued professional growth.

The five vision action statements of Ohio’s Plan to Raise Literacy Achievement are:

1. Using the Simple View of Reading (Gough & Tunmer,1986) to drive all literacy content, conversation, development and organization of resources necessary to support the state’s comprehensive plan.

2. Ensuring all learners are represented and supported throughout the language and literacy development continuum, which includes emergent, early, conventional and adolescent literacy.

3. Providing specific recommendations for learners having difficulty reading or writing.

4. Enhancing partnerships and collaboration among general education and special education practitioners and stakeholders.

5. Enhancing the state’s infrastructure supports to build implementation capacity at the state and regional levels.

Ohio’s Strategic Plan for Education, ODE’s Each Child, Our Future, includes 10 priority strategies that support accessible and quality learning experiences for children.  Of the ten strategies, two apply specifically to early learning and literacy.   This course aligns with the Early Learning and LIteracy strategies in the state’s plan as it affords teacher leaders the skills, content, and experiences necessary in growing and refining their analytical and instructional capacity to use structured literacy practices related to the selection, exposure to, and teaching of high quality children’s literature in a school wide content reading model.  Understanding how best to teach reading yields higher levels of student comprehension.

The following are the Early Learning and Literacy Strategies referenced in ODE’s strategic plan:

Strategy 8: Promote the importance of early learning and expand access to quality early learning experiences.

Strategy 9: Develop literacy skills across all ages, grades and subjects.

 

COURSE DESCRIPTION

Unlock the keys to effective reading comprehension instruction in this dynamic and comprehensive course designed for educators and instructional leaders at all levels. This class is tailored for teachers of all grade levels and content areas, paraprofessionals, administrators, and district leaders seeking to deepen their expertise in fostering strong reading comprehension skills among students. This engaging course takes a multifaceted approach to elevate participants' abilities to teach and enhance reading comprehension. Through a blend of theoretical insights, practical strategies, and media activities, educators will gain valuable tools to create an environment that fosters a deep understanding of written texts.

This is a 100% online asynchronous class and no face to face meetings are required to complete this course.

NSTRUCTOR’S STATEMENT

This syllabus may be modified at any time by the instructor.  The class will be informed of any changes, but it is the responsibility of the students to make themselves aware of these changes. Please contact me in case of any confusion, concern or question.

REQUIRED TEXTS

All required readings are linked in this week-by-week assignment document.

COURSE OBJECTIVES

Define comprehension

Restate a minimum of three findings from the National Reading Panel on the effective methods for teaching comprehension

Differentiate between the comprehension behaviors of poor versus skilled readers

Disprove widely held myths that skills instruction (as opposed to strategies and a knowledge building curriculum) is the most effective method for instruction

List (a min of) three IDA Knowledge and Practice Standards in the reading and listening comprehension domain.

Explore technology tools and visual strategies  to improve reading comprehension for the most at risk learners

Identify elements of direct explicit instruction that can be implemented in classroom practice to promote improved reading comprehension for all students

State the relationship vocabulary has to overall reading comprehension. 

 

CLASS PARTICIPATION

Students are expected to actively engage in online class discussions, article readings, online tasks, and individual assignments.  Students are also encouraged to ask questions and use analytical reflection and conceptual skills to develop their own thoughts and conclusions on how to apply learned concepts to their respective work environments.

 

Class participation rubric:  PD Participation Rubric

 

ASSIGNMENTS    For almost every module in the course there will be five assignments. 

➤Assignment one (read) - a weekly reading assignment.

➤Assignment two (lecture) - an assignment in which you will watch a short recorded lecture by the professor.

➤Assignment three (watch) - a viewing assignment in which you will watch a posted video.

➤Assignment four (create)- an artifact posting assignment.  You  will be required to post an artifact you create related to a given prompt or participate in a discussion post with classmates.

➤Assignment five (session quiz)- a weekly knowledge check on the content covered.  This Google form will consist of 3 questions.

 

GRADING - ASSIGNMENT POINTS

Participation	30  points
Artifact Assignments (12 total)	12 points each / 144 points total
Session Quizzes (12 total)	6 points each / 72 points total
Final Project	80 points
	Total course points available - 326

 

GRADING SCALE

 

A 93 to 100 A- 90 to 92.99

B+ 87 to 89.99 B 83 to 86.99 B- 80 to 82.99

C+ 77 to 79.99 C 73 to 76.99 C- 70 to 72.99

D+ 67 to 69.99 D 63 to 66.99 D- 60 to 62.99

F 0 to 59.99

 

ASSIGNMENT DESCRIPTIONS:

A glance and description of all assignments can be found here.

References:

 

Allington, R. (2002, June 1). What I've Learned about Effective Reading Instruction: From a Decade of Studying Exemplary Elementary Classroom Teachers. Phi Delta Kappan, 83(10), 740-747. https://doi.org/10.1177/003172170208301007

 

Birsch, J. R., Carreker, S., & Brookes, P. H. (2018). Multisensory Teaching of Basic Language Skills (4th ed.). Baltimore, MD: Paul H Brookes Publishing Co.

 

Carlisle, J. F., & Rice, M. S. (2002). Improving Reading Comprehension: Research-Based Principles and Practices.

 

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271

 

Deshler, D. D., Ellis, E. S., & Lenz, B. K. (2002). Teaching Adolescents With Learning Disabilities: Strategies and Methods (Subsequent Edition).

Fowler, A. E. (1988). Grammatical judgement and reading skills in grade 2. Annals of Dyslexia, 38, 73-94. doi:10.1007/BF02648249

Graham, Steve, and Michael Hebert. Writing to Read: Evidence for How Writing Can Improve. Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education, 2010. Print.

Hennessey, N. (2023). The [Reading Comprehension Blueprint] 2020 by Paperback. August 18, 2023. Publisher

 

Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading Comprehension: Core Components and Processes. Policy Insights from the Behavioral and Brain Sciences, 3(1), 62-69. https://doi.org/10.1177/2372732215624707

 

Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, Vol. 3, pp. 269–284). Lawrence Erlbaum Associates Publishers.

 

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved from https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

 

Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. https://doi.org/10.1080/10888438.2010.529219

 

Pressley, M., & Gaskins, I. (2006, April 1). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students? Metacognition and Learning, 1(2), 99-113. https://doi.org/10.1007/s11409-006-7263-7

 

Shanahan, T. (2016, September 6). Eight Ways to Help Kids Read Complex Text. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/eight-ways-to-help-kids-read-complex-text

 

Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60(4), 973-980. https://doi.org/10.1111/j.1467-8624.1989.tb03562.x

 

Swanson, E., & Solis, M. (2011, January 1). Collaborative strategic reading for adolescents with learning disabilities. LD Forum, X(1), 7-11.

 

Sweet, E., & Snow, C. (2003, January 5). Rethinking Reading Comprehension: Solving Problems in the Teaching of Literacy. ISBN-1-57230-892-3.

 

Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104(1), 3–28.

 

Weaver, P. A. (1979). Improving Reading Comprehension: Effects of Sentence Organization Instruction. Reading Research Quarterly, 14(4), 625-655. https://doi.org/10.2307/747435

 

Wexler, N. (2020, March 29). What Parents and Teachers Need to Know About Reading While Schools Are Closed and Beyond. Forbes. Retrieved from https://www.forbes.com/sites/nataliewexler/2020/03/29/what-parents-and-teachers-need-to-know-about-reading-while-schools-are-closed-and-beyond/?sh=63dc8ee12d5b