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Course Outline for Developmental Reading1

 Course Outline for Developmental Reading1

Course No. :Rdg 1

Course Description: Developmental Reading

Course Outline

MIDTERM

Unit I – THE READING PROCESS

Reading Defined

Theoretical Models of Reading –

The Perceptual Nature of Reading Process –

Factors That Affect Reading –

Reading as a Developmental Task –

Unit II- TEACHING EMERGENT LITERACY

Reading Readiness –

Theories on Readiness –

Reading Readiness and Emergent Literacy –

Skills of the Emergent Reader –

Left-Right Progression –

Visual Discrimination –

Auditory Discrimination –

Sounds and Letter Names –

Comprehension Skills of the Emergent Reader –

Unit III. TEACHING BEGINNING READING 

Teaching the Alphabet 

Teaching Word Recognition –

Teaching the Service Words –

Reading Phrases, and Sentences –

Teaching Comprehension Skills of the Beginning Reader –

Unit IV. TEACHING BASIC COMPREHENSION SKILLS

Reading Comprehension Defined –

Barret’s Taxonomy of Reading Comprehension –

The Questioning Technique to Develop Comprehension –

Fraenkel’s Taxonomy of Questions –

Bloom’s Taxonomy Applied to Questioning Levels –

Questioning and the Levels of thinking –

Purposes of Questions 

Characteristics of Questions 

Do’s in Asking Questions –

Sample Exercises for Developing Comprehension Skills –

Noting Details –

Sequencing Ideas –

Arranging Events in a Story –

Predicting Outcomes –

Answering “Wh” Questions – 

Unit V. TEACHING LITERARY APPRECIATION SKILLS

Teaching Literature to Children –

Literary Appreciation Skills –

Verses for Children – 

Poetry for Children –

Fables –

Legends –

Storytelling –

Choral Reading/Speaking –

Drama in the Classroom –

Unit VI. TEACHING RATE AND STUDY SKILLS

Rate and Comprehension in Reading –

Study Skills and Library Skills –

Reading a Textbook –

Reading Reference Materials –

The Encyclopedia –

Thesaurus –

Biographical References –

Atlases –

Almanacs –

The Dictionary –

Unit VII. TEACHING READING METHODOLOGIES

Teaching Vocabulary –

The Dimensional Approaches –

Semantic Webbing –

The Gradual Psychological Unfolding Approach –

Directed Reading Thinking Activity (DRTA) –

Sustained Silent Reading –

Language Experience Approach –

Dialogical Thinking Reading Lesson (DRTL) –

Phono-Visual-RAP –

Unit VIII. DIAGNOSIS AND REMEDIATION

Diagnosis in Reading –

Remediation in Reading –

Unit IX. ASSESSMENT IN READING

Assessing the Three Domains of Learning – 

Achievement Testing –

Assessing Reading as a Language Arts –

The Cloze Test –

Unit X. READING GAMES

The Gaming Method –

Simulations and Games –

Hints on How to Use Games –

Word Games –

Treasure Hunt –

Classifying Games –

References:

Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006

Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006

Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008

Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994

 

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Reading 2 Course Outline

Course Outline

Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement / Family Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

  1. Linear
  2. cyclical
  3. learning alphabet
  4. recognizing
  5. decoding
  6. mouthing of words
  7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory
  2. Top-Down Theory
  3. Interactive Theory
  4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B.What is phonics instruction

1. Goal of phonics instruction

2. Content of Phonics Instruction – word families

C. Word Recognition Instruction

  1. Alphabetic Principle
  2. Alphabetic Knowledge
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds
  5. Print Awareness
  6. Decodable Text

D. Word Recognition Strategies

  1. Sight Words – Dolch List, Phili-IRI, Fry List , SREA
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book and Chart
  6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. Homonyms, Homographs, Heteronyms
  5. Figures of Speech
  6. Idioms
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)

  1. Less Time in Reading
  2. Teachers Manual in Reading
  3. Curriculum in Reading
  4. School Management and Priorities in Reading
  5. Teacher’s Role in Reading
  6. Beliefs in Reading

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata?
  2. Generative Learning Theory

C. Reading Difficulties and Disability

  1. ADHD
  2. Myopia
  3. Hyperopia
  4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

  1. Story Grammar
  2. Story Maps
  3. Story Frames
  4. Story Sequence/ Clothesline
  5. Cloze Procedure
  6. Predicting Outcomes
  7. Generalizing
  8. Noting Details
  1. Open-Ended Questions

E. Types of Comprehension Skills

  1. Literal
  2. Inference
  3. Prediction
  4. Evaluation
  5. Application

F. Bloom’s Taxonomy of Cognitive Domain

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis

Unit VII. Developing Independent and Fluent Readers

A. Sustained Silent Reading (SSR)

B. Fluency in Reading

C. Question – Answer Relationship (QAR by Raphael)

D. Reciprocal Questioning (ReQuest by Dresher et. al.)

VIII. Evaluation Matrix for Reading Programs

Developmental Reading

Course Outline BEED 1A / 1B /1C

Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading…

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