||MAT646 - Comprehension Strategies
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Provides an investigation of meaning-making at both the local (discourse) and global (general knowledge) levels. Covers research-based models of discourse processing and representation construction. Introduces strategies to promote guided reading, independent reading, and study skills in all content areas, using the concepts of connecting background experience and applying self-monitoring strategies.
|Course Learning Outcomes:
- Elaborate on the multiple effects of prior conceptual, textual, and linguistic knowledge on comprehension, including prior development of academic vocabulary and academic concepts.
- Discuss current research on the relationship between prior knowledge and text cohesiveness.
- Distinguish among comprehension tasks at differing levels of comprehension (textually explicit, textually implicit, scriptally implicit).
- Relate instructional strategies for developing reading comprehension with the theoretical support underlying each strategy; particularly, explain how various instructional strategies activate, develop, or expand prior knowledge; and explain how various instructional strategies develop metacognitive behavior.
- Develop listening and reading comprehension skills using both narrative and expository text.
- Demonstrate understanding of rhetorical pattern organization in narrative, expository, and electronic texts.
- Develop metacognitive learning skills through a process leading to student independence in reading.
- Develop higher-order critical thinking skills.
- Explain the role of affect in comprehension; and stimulate interest in independent reading through appropriate motivational techniques.
- Apply instructional scaffolding strategies to assist Special Needs Students and English language learners with comprehension.
- Acquire techniques to effectively use technology to access to the core curriculum.
|Specified Program Learning Outcomes:
- 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.
- Critically analyze research; identify appropriate research design and methodology; and recognize research that is current, confirmed, reliable, and replicable.
- Critique resources and opportunities to stay current with the teaching profession and with the professional community of other specialists such as social agencies and after school programs.
- Design and conduct tutorial, small group, and whole-class language arts instruction.
- Implement research-based theory, assessment, and instructional strategies.
- Integrate knowledge about, and advocate for resources of multiple literacies for 21st
- 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://nu.libguides.com/citations
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