LITERACY, AND COGNITIVE DEVELOPMENT

Transcription

1 COURSE DESCRIPTION EDRD 611 Online: LANGUAGE, LITERACY, AND COGNITIVE DEVELOPMENT (3 cr) Kathleen O Neil, Ph.D. Mobile & Text: Office: kathleen.oneil@unco.edu Students examine the developmental nature of language, literacy, and cognition birth to adulthood by reading and studying classic and current research. The impact of nature and nurture will be examined. KNOWLEDGE/RESEARCH BASES FOR THE COURSE Existing and developing knowledge about learners, about the content and processes of literacy, and about the contexts that surround literacy teaching/learning constitute the knowledge base of the literacy program for the preparation of reflective practitioners of literacy instruction at the University of Northern Colorado. The knowledge base for literacy is derived from a broad set of historical and current developmental, cognitive, and constructivist philosophies, theories, perspectives, research, and teaching/learning practices from a variety of social science areas, i.e. philosophy, pedagogy, cognitive psychology, sociology, psycholinguistics, and socio-linguistics. The course, EDRD 611: Language Literacy and Cognitive Development, updates and extends the knowledge base of teachers about literacy processes and practices. Contrasts between transactional and transmission paradigms of learning are experienced in order for graduate students to reflect on, to appropriately maintain, or to modify their own instructional strategies. Periodicals that afford a continuing extension of the elementary teacher's knowledge base include: Educational Leadership, Harvard Educational Review, Language Arts, The Journal of Learning Disabilities, The Reading Teacher, The New Advocate, The Reading Research Quarterly, Teachers College Record, Theory into Practice, Texts providing a knowledge/research base include An Introduction to Child Language Development: Learning About Language (Foster-Cohen), Beginning to Read (Adams), Emerging Literacy: Young Children Learn to Read and Write (Strickland and Morrow, eds.), The Emergence of literacy (Hall), Growing Up Literate: Learning from Inner-City (Taylor & Dorsey-Gaines), Handbook of Psycholinguistics (Gernsbacher), Handbook of Reading Research Vol. I (Pearson et. al), Handbook of Reading Research, Vol. II (Barr, et. al.), Handbook of Reading Research Vol III (Kamil et.al.), Language Acquisition (Bloom), Language and Learning: The Home and School Years (Piper), Literacy Development in Early Childhood (IRA), The Meaning Makers : Children Learning Language and Using Language to Learn(Wells), Observing the Language Learning (Jagger & Smith-Burke), Other People s Words (Purcell- Gates), Reading Writing & Learning in ESL (Peregoy & Boyle), Stages in Language Development and Reading Behavior (Chomsky), Stages of Reading Development (Chall). Theoretical Models and Processes of Reading (3rd ed. Singer and Ruddell, eds.),thought and Language (Vygotsky), Understanding Reading (Smith), Ways with Words: Language, Life, and Work in Communities and Classrooms (Heath).

2 2 COURSE OBJECTIVES / PROFESSIONAL STANDARDS MET The mission of the Reading Graduate Programs at the University of Northern Colorado is to prepare inquiring practitioners who seek knowledge and experiences about reading processes and practices. These evolving scholars are guided and encouraged to pursue knowledge, commit to inquiry, engage in problem solving related to reading processes and practices, and participate as leaders in reading related activities. The inquiring practitioner learns to use reading knowledge, practices, and processes to serve the changing technological, diversity, and reading education needs of dynamic local and global environments. The course objectives for EDRD 611 are competencies identified in the International Reading Association document Standards for Reading Professionals (2003), and the Colorado Reading Teacher Standards (from Colorado State Rules for the Administration of the Educator Licensing Act of 1991, revised 2004). Individuals seeking to become a reading teacher or reading specialists must attain competency in these EDRD 611 objectives. Colorado Reading Teacher Standards (1) (b) instruct students about the basics of reading, including applying effective methodology, techniques, and materials appropriate to age, assessed reading level, and learning issues of students (1) (c) incorporate psychological and cognitive processes, as specifically related to the effective teaching of reading. Course Objectives (from International Reading Association) 1.4b-1 Explain how the major components of reading are integrated during fluent reading 1.1b Know and apply elements from learning theory. 1.4b-2 Articulate the research that grounds your practice. Assignments and Course Topics Assignments: Class Readings, Discussion, & Participation Course Topics Alphabetic principle and how to teach to concept attainment; History of English Orthography; second language learners and English orthography, grammar; contrastive analysis of phonemes across languages; blending, segmenting and other routines for increasing phonemic awareness; phrase-chunking; onset/rime for single-syllable words; matching sounds and letters; self-questioning for comprehension; handwriting; spelling methods and techniques Assignments: Comparative Analysis of Language Model; Case Study of Language; Class Readings, Discussion, & Participation Course Topics Alphabetic principle; Intersubjectivity and the development of oral language; Intersubjectivity/Subjectivity/Objectivity (cross-cutting theme); abstract and concrete thinking; Oral language acquisition models; Problems with a pure

3 (2) The reading teacher is knowledgeable in a minimum of three of the following supporting areas: testing and measurement; exceptional children; child and adolescent development; speech and hearing; guidance and counseling; child and adolescent literature; language development; curriculum; developmental and advanced reading skills; and reading difficulties, among students with diverse learning characteristics and backgrounds. 1.3b-1 Recognize when students are meeting developmental benchmarks. 1.5b-1 Ensure that all individuals project ethical and caring attitudes in classrooms. 1.5b-2 Work with families, colleagues, and communities to support students learning. acquisition model of written language; utterance, phrase, and word awareness; phonology and phonological awareness; phonemic awareness and prediction of reading success; minimal pairs; onset/rime; alliteration; visual models of phoneme production; semantics; syntax; pragmatics; conceptual growth versus simple learning; communicative competence; Speech Act theory; Gricean maxims of speech; prosody Assignments: Comparative Analysis of Language Model; Semantic Map of Classroom Language Usage; Case Study of Language; Class Readings Discussion, & Participation Course Topics: Multiple language functions (written and oral); theorists of language development (Vygotsky, Piaget, Chomsky); Development of inner speech as a quantum change in child thinking; Awarenesses utterance, phrase, word, syllable, consonant, vowel, onset/rime, phoneme; vocabulary development; writing development phases; Krashen s affective filter and teacher s classroom ethic and attitude. Role of primary caregivers in ongoing language proficiency. The mission of the Reading Graduate Programs at the University of Northern Colorado is to prepare inquiring practitioners who seek knowledge and experiences about reading processes and practices. These evolving scholars are guided and encouraged to pursue knowledge, commit to inquiry, engage in problem solving related to reading processes and practices, and participate as leaders in reading related activities. The inquiring practitioner learns to use reading knowledge, practices, and processes to serve the changing technological, diversity, and reading education needs of dynamic local and global environments. MAJOR PROGRAM CONCEPTS The following criteria from the International Reading Association document Standards for Reading Professionals Revised (2003), are used by the Reading Program faculty members to judge the

4 4 performance of all candidates enrolled in a Reading Program. These particular criteria are identified as integral to each Reading Program course: COURSE GOALS 1.2 know about reading research and histories of reading. 1.5 display dispositions related to reading and the teaching of reading. 4.4 motivate learners to be life-long readers. 5.1 continue to pursue the development of professional knowledge and dispositions. The overall goal for EDRD 611 reflects the Standards written in the International Reading Association document Standards for Reading Professionals Revised (2003). COURSE OUTLINE 1.1 Knowledge of psychological, sociological, linguistic, and anthropological foundations of reading and writing processes and instruction. 1.3 Knowledge of language development and reading acquisition and variations related to culture and linguistic diversity. 1.4 Knowledge of the major components of reading (phonemic awareness, word identification, and phonics, vocabulary and background knowledge, fluency, and comprehension strategies and motivation) and how they are integrated in reading. I. Historical and Theoretical Background A. Models of Language Development B. Theories of Language Development II. Essential Aspects of Human Languages A. Phonology B. Syntax C. Semantics D. Morphology E. Pragmatics III. Issues and Role of Context in Language Development A. Cultural Contexts B. Linguistic Contexts 1. Second Language Acquisition C. Family and Community Contexts D. School Contexts E. Social Contexts F. Interdependence of Listening, Speaking, Reading, Writing, and Thinking IV. Cognitive Development

5 5 A. Concept Development and Language B. Vocabulary Development and the Road to Reading and Writing V. Literacy Development A. Beginning/Early Literacy B. Stages of Spelling Development C. Stages of Writing Development D. Stages of Reading Development VI. Roles of Motivation and Interest in Language Development COURSE REQUIREMENTS Grading Scale A = B = C = D = F = below 61 Attendance Discussion forums, wiki history, and course statistics are all available to the instructor to track your attendance and participation. Evidence of low participation can result in lower grades at the instructor s discretion. Examinations: A summative examination will be held during the final module of the course. This includes any content covered in course including lectures, demonstrations, discussions, questions, etc. You may use all your resources (open-book) for the examination. GRADES: Grades are determined mainly by weighing the course requirements in the following manner: Oral Language Curriculum (see below) 20% Comparative Analysis of Language Model (see below) 30% Map or Diagram of Language Use (see below) 20% Class Readings, Discussion & Class Participation (see below) 20% Examinations 10% Diverse Field Experience (Pass/Fail) 0% Grades are based on the quality of work, not on quantity. There is no predetermined distribution of grades in this class. If many students deserve high grades many high grades will be awarded; but of course the converse is also possible. All grades are awarded on merit and not by means of a curve. Do note, however, I reserve the right to raise or lower a final grade based upon additional factors: poor class attendance, tardiness to class, handwritten papers, participation or nonparticipation in class, etc. Assignments: Five main assignments are required in this course. The purposes of each assignment are to reinforce course topics, recognize professional knowledge, and allow students opportunities to discuss ideas related to reading and elementary reading instruction. All assignments are to be typed unless otherwise specified. Additionally, specific evaluation criteria are stated in the description of each assignment. The quality of the content of an assignment is the primary basis for evaluation, but neatness, writing style, organization, grammar, and spelling also are considered in awarding grades. Therefore, the presence of grammatical errors, misspellings, run-on sentences, sentence fragments, and other stylistic shortcomings may result in a lower grade.

6 6 Submit papers as directed in the online course. If you have any questions concerning any assignment please schedule a time to talk with me individually. I prefer to help you as much as you need before a project is completed, rather than after you have submitted it. Assignment # 1: Oral Language Curriculum Repertoire (20% of grade) Devise and implement oral storytelling (traditional and personal), conversation, jokes & riddles, rhymes & verse, and non-ire instructional routines. EVALUATION CRITERIA: Present on your oral language repertoire as outlined in each module in Blackboard (Language Experience, Speech Genres including storytelling). Colorado Reading Teacher standards addressed: (1) (c); (2) IRA Standards: 1.3b-1; 1.5b-1; 1.5b-2 Assignment # 2: Comparative Analysis of Language Model (20% of grade) Using your professional background as a basis (i.e., your actual teaching), apply knowledge from your Diagram of Language in Use assignment (as well as other material from the course, such as textbook reading, professional reading, class discussions, etc.), to construct an explanatory model of students language use. Work across multiple theories related to language, literacy, and cognitive development. EVALUATION CRITERIA: a) write a paper taking a clear position on language instruction, drawing from models and concepts of language development as presented in your Diagram of Language in Use materials, 5%; b) use evidence from your own practice, academic sources, and your video transcript where appropriate to explain how your position is important for your practice, 10%; c) engage in clear professional writing, 5%. Colorado Reading Teacher standards addressed: (1) (c); (2) IRA standards addressed: 1.1-b; 1.4b-2; 1.3b-1 Assignment # 3: Map or Diagram of Language in Use (30% of grade) Make observations/recordings of people using language and literacy in authentic settings, as given in the online course. Make detailed notes of your observations. You may not be able to observe everyone in the situation so you may need to select specific individuals. From your observations, develop a graphic organizer to help you interpret the language, literacy, and cognitive behaviors observed in authentic speech. The categories that you use for your diagram should incorporate models of language and literacy development. The diagram should provide an explanatory overview of what the language was for, what it meant, and how it might be judged for competence. EVALUATION CRITERIA: a) catalog the segments of speech in your video 2%; b) select ~5 minutes of the video to transcribe and analyze, applying a comprehensive review of course material and your own everyday interpretations 15%; c) present a graphic organizer representing the language analysis from the transcription, using the map to diagram structure, meaning, and purposes, 10% points; d) present your graphic organizer to others in the course, and comment on their contributions, 3% Colorado Reading Teacher standards addressed: (2) IRA Standards: 1.1b; 1.4b-2 Assignment # 4 Class Readings, Discussion, & Participation (20% of grade) Each class member is expected to complete the assigned readings and to participate in discussions surrounding the readings and other class topics as they arise. Each class member will be responsible for initiating and leading discussions during the semester. Participation in class discussions amounts to

7 7 more than just attending class but requires each student to be actively engaged in the class activities. EVALUATION CRITERIA: a) prepare introductions to text readings as instructed in online course; b) participate in class activities and discussions each week; c) lead discussions of assigned readings. Due each week. Colorado Reading Teacher standards addressed: (1) (b); (1) (c); (2) IRA Standards: 1.4b-1 Assignment #5 Diverse Field Experience As part of UNC s Reading MA program accreditation, we ask you to provide assurances that you are involved in working with a diverse student population. Please complete the Field Experience survey (included on Blackboard). If current work or experiences do not fulfill the requirements as outlined, you need to complete them in a timely manner before the end of your MA program. Your course will not be considered complete until this requirement has been fulfilled. (Pass/Fail) CODE OF PROFESSIONALISM, PARTICIPATION AND ATTENDANCE: Students are expected to conduct themselves professionally according to the following code: Respect each person, treat each other with dignity, and encourage each other to participate. Focus on learning Come to class prepared and with a positive and energetic attitude. Be prompt to all classes and attend each entire class session Participate appropriately! In this course you need to participate in all online material and presentations. You need to be in the course regularly, and contributing to discussions and wikis. Communicate with the instructor about course or program concerns. The University of Northern Colorado establishes five responsibilities for students. Students have the responsibility to: 1. inquire about course requirements if you do not understand them or are in doubt about them; 2. maintain the standards of academic performance established for individual courses and for programs of study; 3. initiate an investigation if you believe your academic rights have been violated (See section on Academic Appeals in the Student Rights and Responsibilities Referral Guide in the Office of Student Affairs); 4. learn the content of any course of study; 5. act in accordance with commonly accepted standards of academic conduct. (See Student Conduct in the Student Rights and Responsibilities Referral Guide available in the Office of Student Affairs or at REQUIRED TEXTS: Principles of Language Learning and Teaching (6th Edition) [Paperback], by H. Douglas Brown Listen Hear! 25 Effective Listening Comprehension Strategies [Paperback], by Michael F. Opitz, Matthew D. Zbaracki Journal articles: practical and research articles and online resources as posted in each module RECOMMENDED SUPPLEMENTAL TEXTS:

8 8 Britton, J. (1993). Language and learning 2 nd ed. Portsmouth, NH: Heinemann. Dwyer, J., Ed. (1991). A sea of talk. Portsmouth, NH: Heinemann. Falk-Ross, F. (2002). Classroom-based Language and literacy intervention: A programs and case studies approach. Boston: Allyn Bacon. Heath, S.B. (1983). Ways with words: Language,life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press. Power, B &Hubbard, R. (2002). Language development: A reader for teachers 2 nd Edition. Upper Saddle River, New Jersey: Merrill Prentice Hall. Vukelish, C., Christie, J. & Enz, B. (2002). Helping young children learn language and literacy. Boston: Alyn & Bacon. Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann Educational Books. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press. The University of Northern Colorado is an Affirmative Action Equal Opportunity institution. Students with disabilities or other special needs should feel free to contact the course instructor if there are services or adaptations that can be made to accommodate their special needs. Staff on the Disability Access Center ( ) can also be helpful in this effort. Students with disabilities: Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services at (970) to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner. Academic Integrity: Plagiarism/Consequences Student Code of Conduct It is expected that members of this class will observe strict policies of academic honesty and will be respectful of each other. Any instances in which cheating, including plagiarism and unauthorized use of copyrighted materials, computer accounts, or someone else s work is determined, will be referred to Student Services and will be investigated to its full extent. Refer to: All students are expected to adhere to the University s Student Code of Conduct, designed to promote a safe and respectful learning environment. For more information about your rights and responsibilities as a UNC student see

9 UNC Diverse Field Experience Requirement Completion form (in case the online survey does not work). UNC Student name: Bear # At the end of the semester, turn in the forms to UNC supervisor; it will become a part of your permanent licensure file. You will not receive a grade for your final field experience without it. Criteria for determining the Diverse Field Experience Requirement: I spent at least 10 field hours interacting with individuals and/or groups of students that include ALL of the following 5 categories: 1. Male and female students 2. Students from two different ethnic/racial groups (Note: you may not ask students about their ethnicity, but can use the school s demographic information to estimate. This information is available at a. Hispanics; b. American Indians/Alaskan Aleuts; c. Asian; d. Black or African American; e. Native Hawaiians/Other Pacific Islanders; f. Whites 3. Students from two different socioeconomic status (SES) groups: lower class, middle class, upper class (Note: you may not ask students about their SES, but can use the school s demographic information for Free and Reduced Lunch to estimate.) 4. English Language Learners (Students whose primary language is not English) 5. Students with disabilities and exceptionalities Please check only one: 1. The classroom where I currently conduct my field experience meets the criteria above. 2. I have not completed the diversity requirement and cannot meet it in my current field experience. I am completing an additional 10-hour diversity experience this semester. 3. One or more of my previous field experiences combined, met the criteria above. If you checked # 2 or # 3, please document the experience(s); use the back of the form if necessary. Name of the school, grade level, and name of cooperating teacher or other supervisor who can verify information Dates and total hours Diversity categories (all must be checked at least once) 1, 2, 3, 4, 5 1, 2, 3, 4, 5 1, 2, 3, 4, 5 Teacher Candidate signature Date: UNC Supervisor/Consultant Signature Date: