Faculty of Education and Arts
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Teaching Reading: Theory, Comprehension and SkillsUnit Code
LAN5001Year
2015Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
Teachers will critically examine issues and research relating to theories of the reading process. The relationship between theoretical assumptions underlying current research in the teaching of reading will be addressed. Comprehension of text and related skills will be examined in terms of research into what constitutes effective teaching of reading. Critical evaluation of the latest research literature in the area will be undertaken, with emphasis on the relationship between theory and teaching practice. Teachers will apply their knowledge in practical situations and there will be scope for specialisation in specific areas of interest.
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate a knowledge of the theoretical and philosophical bases of a range of theories of reading.
- Demonstrate the ability to plan, implement and evaluate reading programs that are effective for particular individual, class or school contexts.
- Discuss implications of theory for the teaching of reading.
- Explain how theories of reading can provide insights into reading processes.
- Explain the relationship between reading processes, the multiple and varied contexts in which teachers work and the multiple and varied texts to which students are exposed.
- Identify and discuss assessment and teaching practices which will assist students to develop effective independent reading practices.
Unit Content
- Assessment of reading.
- Critical analysis of research reports and other literature in the area of reading and reading education.
- Critical analysis of selected theories of reading processes, that include psychological and socio-political orientations.
- Development and evaluation of effective reading programs.
- Factors that influence learning to read.
- Reading as a complex developmental process.
- Reading hypermedia/multimodal texts.
- Research on the effective teaching of reading.
Additional Learning Experience Information
Lectures, workshops, practical experiences.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Assignment 1 | 40% |
| Project | Applied Assignment 2 | 60% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Assignment 1 | 40% |
| Project | Applied Assignment 2 | 60% |
Text References
- Adams, M. J. (1990). Beginning to read. Thinking and learning about print. Cambridge, MA: MIT Press.
- Alvermann, D.E., Unrau, N.J. & Ruddell, R.B. (Eds.). (2013). Theoretical models and processes of reading. 6th Newark, DE: International Reading Association.
- Beck, I.L., McKeown, M.G. & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction New York: Guilford Press
- Blachowicz, C., Fisher, P., Ogle, D. & Watts-Taffe, S. (2013). Teaching academic vocabulary K-8: Effective practices across the curriculum. New York: Guilford Press
- Kamil, M.L., Pearson, D.D., Moje, E.B. & Afflerbach, P. (Eds.). (2011). Handbook of reading research, Volume IV New York: Routledge.
- Kelley, M.J. & Clausen-Grace, N. (2007). Comprehension shouldn't be silent: From strategy instruction to student independence. Newark, DE: International Reading Association.
- Kucan, L. & Palinscar, A.S. (2013). Comprehension instruction through text-based discussion. Newark, DE: International Reading Association.
- Oczkus, L.D. (2010). Reciprocal teaching at work K-12: Powerful strategies and lessons for improving reading comprehension. 2nd Newark, DE: International Reading Association.
- Raphael, T.E., Highfield, K. & Au, K.H. (2006). QAR now: A powerful and practical framework that develops comprehension and higher level thinking in all students. New York: Scholastic.
- Rowe, K. (2005). Teaching reading: National inquiry into the teaching of literacy. Retrieved 29 November 2013 from http://research.acer.edu.au/tll_misc/5/
- Samuels, S.J. & Farstrup, A.E. (Eds.). (2006). What research has to say about fluency instruction. 3rd Newark, DE: International Reading Association
- Samuels, S.J. & Farstrup, A.E. (Eds.). (2011). (Eds.). What research has to say about reading instruction. 4th Newark, DE: International Reading Association.
- Vacca, R.T., & Vacca, J.L. & Mraz, M.E. (2014). Content area reading: Literacy and learning across the curriculum. 11th Boston: Pearson
- Zwiers, J. (2010). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. 2nd Newark, DE: International Reading Association.
Journal References
- Australian Journal of Language and Literacy Journal of Adolecsent and Adult Literacy Journal of Reading Research Literacy Learning: The Middle Years Reading Research Quarterly Voices from the Middle The Reading Teacher
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
LAN5001|1|1
Faculty of Education and Arts
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Teaching Reading: Theory, Comprehension and SkillsUnit Code
LAN5001Year
2015Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
Teachers will critically examine issues and research relating to theories of the reading process. The relationship between theoretical assumptions underlying current research in the teaching of reading will be addressed. Comprehension of text and related skills will be examined in terms of research into what constitutes effective teaching of reading. Critical evaluation of the latest research literature in the area will be undertaken, with emphasis on the relationship between theory and teaching practice. Teachers will apply their knowledge in practical situations and there will be scope for specialisation in specific areas of interest.
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate a knowledge of the theoretical and philosophical bases of a range of theories of reading.
- Demonstrate the ability to plan, implement and evaluate reading programs that are effective for particular individual, class or school contexts.
- Discuss implications of theory for the teaching of reading.
- Explain how theories of reading can provide insights into reading processes.
- Explain the relationship between reading processes, the multiple and varied contexts in which teachers work and the multiple and varied texts to which students are exposed.
- Identify and discuss assessment and teaching practices which will assist students to develop effective independent reading practices.
Unit Content
- Assessment of reading.
- Critical analysis of research reports and other literature in the area of reading and reading education.
- Critical analysis of selected theories of reading processes, that include psychological and socio-political orientations.
- Development and evaluation of effective reading programs.
- Factors that influence learning to read.
- Reading as a complex developmental process.
- Reading hypermedia/multimodal texts.
- Research on the effective teaching of reading.
Additional Learning Experience Information
Lectures, workshops, practical experiences.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Assignment 1 | 40% |
| Project | Applied Assignment 2 | 60% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Assignment 1 | 40% |
| Project | Applied Assignment 2 | 60% |
Text References
- Adams, M. J. (1990). Beginning to read. Thinking and learning about print. Cambridge, MA: MIT Press.
- Alvermann, D.E., Unrau, N.J. & Ruddell, R.B. (Eds.). (2013). Theoretical models and processes of reading. 6th Newark, DE: International Reading Association.
- Beck, I.L., McKeown, M.G. & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction New York: Guilford Press
- Blachowicz, C., Fisher, P., Ogle, D. & Watts-Taffe, S. (2013). Teaching academic vocabulary K-8: Effective practices across the curriculum. New York: Guilford Press
- Kamil, M.L., Pearson, D.D., Moje, E.B. & Afflerbach, P. (Eds.). (2011). Handbook of reading research, Volume IV New York: Routledge.
- Kelley, M.J. & Clausen-Grace, N. (2007). Comprehension shouldn't be silent: From strategy instruction to student independence. Newark, DE: International Reading Association.
- Kucan, L. & Palinscar, A.S. (2013). Comprehension instruction through text-based discussion. Newark, DE: International Reading Association.
- Oczkus, L.D. (2010). Reciprocal teaching at work K-12: Powerful strategies and lessons for improving reading comprehension. 2nd Newark, DE: International Reading Association.
- Raphael, T.E., Highfield, K. & Au, K.H. (2006). QAR now: A powerful and practical framework that develops comprehension and higher level thinking in all students. New York: Scholastic.
- Rowe, K. (2005). Teaching reading: National inquiry into the teaching of literacy. Retrieved 29 November 2013 from http://research.acer.edu.au/tll_misc/5/
- Samuels, S.J. & Farstrup, A.E. (Eds.). (2006). What research has to say about fluency instruction. 3rd Newark, DE: International Reading Association
- Samuels, S.J. & Farstrup, A.E. (Eds.). (2011). (Eds.). What research has to say about reading instruction. 4th Newark, DE: International Reading Association.
- Vacca, R.T., & Vacca, J.L. & Mraz, M.E. (2014). Content area reading: Literacy and learning across the curriculum. 11th Boston: Pearson
- Zwiers, J. (2010). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. 2nd Newark, DE: International Reading Association.
Journal References
- Australian Journal of Language and Literacy Journal of Adolecsent and Adult Literacy Journal of Reading Research Literacy Learning: The Middle Years Reading Research Quarterly Voices from the Middle The Reading Teacher
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
LAN5001|1|2
