565syllabus


 * EDC 565 Advanced Seminar in Literacy Research - Spring 2009**


 * Dr. Julie Coiro Phone: 401-874-4872 e-mail: jcoiro@mail.uri.edu Office: Chafee 615 Hours: By Appointment**


 * Prerequisite:** Acceptance into the MA/Reading program or permission of coordinator


 * Course Description:** This course is designed to assist students in understanding major theories of language and literacy development, historical and current research in literacy, and the connection between research and practice. Through this course, students will learn to examine critically various types of research, apply findings of research to classroom contexts, synthesize research findings, write literature reviews, and lead discussions about various topics in the field of literacy.


 * Download a copy of the complete syllabus:**


 * Standards:** Readings, discussions, experiences, and activities provide the skills to achieve Standard 1, Foundational Knowledge, of the International Reading Association’s Standards for Reading Professionals, Revised 2003, at the Reading Specialist/Literacy Coach Candidate level, and the dispositional knowledge embedded in achieving Standard 5.1, Professional Development.


 * Course Goals: The goals of the course are to provide students opportunities to**
 * Reflect on how research informs one’s views and dispositions relative to reading acquisition, reading and language development, and effective instruction for all students (IRA 1.1, 1.2, 1.3, 5.1)
 * Critically read, analyze, and discuss literacy research (IRA 1.1, 1.2, 1.3)
 * Describe different models, conceptual frameworks, and paradigms of reading (IRA 1.2, 1.3)
 * Examine the history of literacy research and literacy instruction (IRA 1.2, 1.3)
 * Draw explicit connections between reading research and practice (IRA 1.2, 1.3)
 * Summarize, compare, contrast, and critique literacy research while considering the needs of diverse student populations (IRA 1.2, 1.3, 5.1)
 * Write a literature review and research proposal in appropriate APA style (IRA 1.1, 1.2)
 * Each of these goals will be met through class discussions and your submission of your Reflective Research Portfolio


 * Course Topics**
 * Week 1: Jan. 27 Course Overview and Introduction
 * Week 2: Feb. 3 Thinking Critically About Reading Research
 * Week 3: Feb. 10 Theories and Models of Reading…Balancing It All!
 * Week 4: Feb. 17 Oral language and literacy
 * Week 5: Feb. 24 Early Reading Skills
 * Week 6: March 3 Motivation and Engagement
 * Week 7: March 10 Vocabulary
 * Week 8: March 17 NO CLASS SPRING BREAK
 * Week 9: March 24 Reading Comprehension
 * Week 10: March 31 Cultural and linguistic differences and reading
 * Week 11: April 7 Multiliteracies and Critical Literacy
 * Week 12: April 15 NO CLASS - work on literature review assignment
 * Week 13: April 21 New Technologies and New Literacies
 * Week 14: April 28 Classroom contexts for literacy learning