This course includes the discussion and appraisal of the
physiological, psychological, and psycholinguistic bases of the
developmental reading process; discussion of learning theories as they
relate to the teaching of reading; critical analysis of theoretical
models and frameworks of the reading process and product, including
discussion of models of reading. Prerequisites include READ 412: Measurement and Evaluation of Reading,
READ 416: Primary Reading Instruction,
and READ 417: Reading Instruction in
Intermediate and Upper Grades. We
will begin with an exploration of the historical context of reading
instruction and research. Classes will interact through a time line
that features instructional practice, research trends, and the
sociopolitical contexts that have shaped policy throughout the
twenty-first century.
Next we will examine the processes of literacy as observed through
seminal research articles. Then we will study the models that theorists
have posited to describe these processes.
Finally, each student will develop a literature review about a literacy
issue of personal professional interest. This literature review
provides the foundation for the research proposal that students will
develop in READ 405: Research
Seminar in Reading. Students can then use their literature
reviews and proposals as they take an advanced research class in
Classroom-Based Action Research as an elective.
