||MAT645 - Dev. Fluency in Reading
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Research-based analysis of English phonology, morphology and orthography, with attention to teaching students to become proficient readers through recognizing sound-print relationships. Incorporates current approaches to phonemic awareness, explicit phonics instruction, recognition of high-frequency words and spelling patterns for both English speakers and English language learners.
|Course Learning Outcomes:
- Apply knowledge of the theoretical and research foundations of teaching phonological awareness and linguistic processes.
- Explain the scope and sequence of teaching phonological and linguistic processes.
- Develop effective instructional practices for assisting phonological awareness and linguistic processes in the developing reader.
- Design instructional strategies for individuals, small and large groups, and whole class instruction.
- Select and adapt curriculum materials for native English speakers, limited English proficient speakers, and English language learners.
- Evaluate appropriateness of instructional materials for teaching sound-print correspondence.
- Develop research-based classroom management strategies related to the teaching of phonological and linguistic awareness.
|Specified Program Learning Outcomes:
Specialization in Reading
- Communicate plans for tutorial, small group, and whole-class language arts instruction to principal and other school personnel, including assessment-based rationale.
- Conduct individualized informal literacy assessments for struggling readers at early and intermediate levels, including English language learners.
- Design and conduct tutorial, small group, and whole-class language arts instruction.
- Implement research-based theory, assessment, and instructional strategies.
- Make decisions about what ALL students need to succeed (Social Justice).
- Prepare a Reading Specialization Field Study Proposal with recommendations for instructional interventions, based on individualized informal literacy assessments.
- Utilize the ability to incorporate instructional technology into language arts instruction.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures