Description and Course Objectives
Spring 2020
The Reading Methodology course is designed for graduate students in the pursuit of understanding the mechanics of reading when they teach their learners in developing necessary skills. The focus is on the reading process and the factors that affect its loud reading and quiet reading with reading comprehension strategies. The importance of reading in school and other venues of gaining information serve as a background for critical evaluation of the methods and materials of reading instruction. Instruction will focus on a diagnostic approach to reading with comprehension and speed that supports the needs of diverse learners and that leads to directions of writing.
By the end of the course, students will have:
1. enunciated words and linking sounds in oral reading;
2. developed scanning, skimming, and other skills to obtain accurate comprehension;
3. mastered teaching skills for both slow and fast reading; and,
4. appreciated reading pleasure and information to better academic and personal growth.
The Reading Methodology course is designed for graduate students in the pursuit of understanding the mechanics of reading when they teach their learners in developing necessary skills. The focus is on the reading process and the factors that affect its loud reading and quiet reading with reading comprehension strategies. The importance of reading in school and other venues of gaining information serve as a background for critical evaluation of the methods and materials of reading instruction. Instruction will focus on a diagnostic approach to reading with comprehension and speed that supports the needs of diverse learners and that leads to directions of writing.
By the end of the course, students will have:
1. enunciated words and linking sounds in oral reading;
2. developed scanning, skimming, and other skills to obtain accurate comprehension;
3. mastered teaching skills for both slow and fast reading; and,
4. appreciated reading pleasure and information to better academic and personal growth.
Topics
Unit 1. Loud Reading Part 1 (The 14 Vowel Sounds, Diphthongs, Syllabics, Vowel Reduction, and Consonants)
Unit 2. Loud Reading Part 2 (Word and Sentence Stress and Intonation)
Unit 3. Reading Evaluation through Materials
Unit 4. Analyzing Reading Skills (Scanning, Skimming,etc.)
Unit 5. Reading Tests (Speed and Accuracy)
Unit 6. Designing Reading Tests and Assessment Measurement
Unit 7. Reading Issues
Unit 8. Reading Theories
Unit 9. Reading Competence Development and Practice
Unit 10.Connections of Reading and Writing
Unit 11. Effective Teaching of Reading and Lesson Planning
Unit 2. Loud Reading Part 2 (Word and Sentence Stress and Intonation)
Unit 3. Reading Evaluation through Materials
Unit 4. Analyzing Reading Skills (Scanning, Skimming,etc.)
Unit 5. Reading Tests (Speed and Accuracy)
Unit 6. Designing Reading Tests and Assessment Measurement
Unit 7. Reading Issues
Unit 8. Reading Theories
Unit 9. Reading Competence Development and Practice
Unit 10.Connections of Reading and Writing
Unit 11. Effective Teaching of Reading and Lesson Planning
References
Note: References are found in each material below.
Grading
Grading is done on a curve. It means only the very top 30% of students can get an A/A+ grade, the next 40% only can get B/B+, and the lowest 30% will be awarded C grade or lower. You are competing against each other. Grade distribution: 30% - midterm exam; 30% - final exam; 15% - class standing which includes tests and class behavior; and 25% - attendance.
Requirements
1. Attendance
2. Class rules
3. Midterm examination (types: multiple choice, sentence construction, paragraph analysis, etc.)
4. Final examination (essay writing)
5. Essay reports (personal and research-based)
6. Level of critical thinking
7. Active and dynamic class participation
2. Class rules
3. Midterm examination (types: multiple choice, sentence construction, paragraph analysis, etc.)
4. Final examination (essay writing)
5. Essay reports (personal and research-based)
6. Level of critical thinking
7. Active and dynamic class participation
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