Masters Degree Program in Reading Education
Course Syllabus - Fall 2000
A. COURSE DESCRIPTION (3 hours)
Pre-Requisite or Co-Requisite, Edn 551. Co-Requisite, Edn 569 or permission of instructor. Explores the development of language and literacy in relation to cognitive development. Develops conceptualization of reading and writing as psycholinguistic and strategic processes. Explores implications of theories of language and literacy development for teacher decision-making, teaching practices, and school learning.
A required course in the M.ED. Program in Language and Literacy Education, This course develops concepts and theories that inform teacher decision-making relative to literacy education. Students acquire inquiry skills through course assignments and activities, through collaboration on projects, and through reflective writing and discussion.
C. FOCUS QUESTIONS
This course begins exploration of the question: What is the relationship between language and literacy? However, in order to address this issue, several other questions need to be raised: What is language? How do children acquire language? How do children acquire literacy? What functions does literacy serve?
These questions will be addressed in this course through a variety of means. Some text readings will be assigned so that we can discuss them in common. Some readings will be explored on your own and brought into class discussions as you see relevance. You will also be expected to interact with children (young children preferably) and school learners so that you can observe their language and literacy performance and the ways in which they use language and literacy.
The following goals will not be completely achieved by the end of this course, because they represent areas of learning that merit continuous research and inquiry. However, at the end of the course, students will have at least a beginning level understanding of the following concepts and issues.
1. Understand key concepts related to language, linguistics (e.g., semantics, syntax, phonology, pragmatics), communication and psycho-linguistics.
2. Identify and provide or interpret evidence of patterns of first-language, second-language, and literacy acquisition.
3. Understand reading both as a communication, meaning construction process and as a cognitive, psycholinguistic process utilizing written oral codes.
4. Understand the role of prior knowledge and various sources of textual and non-textual information in reading.
5. Understand relationships between reading and writing at both the emergent and independent stages of literacy.
6. Understand issues and interpret research on such topics as phonics, comprehension, fluency, emergent literacy, whole language, process writing, and critical literacy.
7. Understand patterns of language diversity and their implications for language and literacy educational policy and practices.
Students will be expected to attend classes, complete assigned and self-directed readings, participate in small-group and class discussions, and complete written assignments. Assigned readings are listed in the class schedule, though changes may be made as the semester continues. Students are also expected to seek out and read references on topics of their choice.
Students will be expected to work with one or more partners to complete data collection projects on children's language and literate performance and make class presentations of their learnings from these observations. A written paper will be expected at mid-semester and near the end of the course reflecting on what has been learned in relation to specified issues.
Attendance and classroom participation through discussion and listening will count for 10% of grade.
Written and oral presentation of language and literacy data collection projects will for 40% of grade.
Written papers at mid-semester and end of course will count for 40% of grade.
Bibliographies, written analysis of articles, reports on articles will count for 10% of grade.
Grading scale is 90% to 100% = A. 78% to 89% = B. 60% to 77% = C. Less than 60% = F.
1. Clay, Marie M. (1991). Becoming Literate: The construction of inner control. Optional.
2. Lindfors, Judith W. (1987). Children's Language and Learning . Optional.
3. Weaver, C. (1994). Reading Process and Practice: A socio- psycho-linguistic view. 2nd Edition. Portsmouth, NH: Heinemann. Required.
Thursdays, 6:30 p.m. to 9:15 p.m. King Hall, Room 208.
Dr. Noel K. Jones, King 201-D ("201-B" on hall door)
Office Phone: 962-3382. Fax: 962-3988. E-mail address: jonesn@uncwil.edu
Office Hours: Thursday afternoons, 2:00 to 5:00 p.m. Please call for appointments even during scheduled office hours. Other appointments times can also be arranged.
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