Reading Fundamentals #2:
Laying the Foundation for Effective Reading Instruction
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Instructor Name: |
Dr. Karen Lea |
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509-891-7219 |
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8 a.m. to 5 p.m. PST Monday – Friday |
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Email: |
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Address: |
Virtual Education Software |
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
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Learning to read is the most important skill students learn in school because it serves as the foundation for all other coursework. Given the importance of this foundational skill, evidence-based practices in literacy development should be employed. This three-course Reading Fundamentals series will help improve your knowledge of evidence-based practices. This knowledge will make you a more informed consumer and an even better advocate for students.
The purpose of this second course in this three-course series is to lay the foundation for effective reading instruction. As part of this course, you will learn about the elements of effective instruction. It is important that all teachers have a firm understanding of effective instructional procedures. Teachers benefit, and more importantly, students benefit, both in terms of their behavior and their academic performance, from effective instruction. Further, you will learn about the importance of reading instruction and read some sobering statistics on reading performance in this country and what happens when individuals are not proficient in reading.
This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.
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Title: |
Reading Fundamentals #2: Laying the
Foundation for Effective Reading Instruction |
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Author: |
Nancy
Marchand-Martella, Ph.D. |
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Publisher: |
Virtual
Education Software, inc. 2004, Revised
2010, Revised 2014, Revised 2017, Revised 2020, Revised
2024 |
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Instructor: |
Dr. Karen Lea |
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The structure and format of most distance-learning courses presumes a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a distance-learning course are expected to adhere to the following standards of academic conduct.
Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed in part or in whole to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.
The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.
Violations of these academic standards will result in the
assignment of a failing grade and subsequent loss of credit for the course.
This course is designed to be an informational course with application to educational settings. The curriculum suggestions and teaching strategies explained here were designed to be used for the teaching and remediation of students in kindergarten through 12th grade. Some alterations may be needed for those working with specific populations such as gifted, English Language Learners (ELLs), or special education.
As a result of this course,
participants will demonstrate their ability to:
11. Discuss
what key legislation means to educators.
12. Describe
what is meant by Response to Intervention (RTI) and Multi-Tiered System of
Supports (MTSS).
13. Provide
information on how to differentiate instruction for
ELLs.
Reading is the cornerstone of an effective education. Without this skill we are limited in so many important life activities. We cannot access the newspaper, read the directions of a new recipe, enjoy a favorite novel, or read a prescription bottle of medication. The list goes on and on. Reading is tied to all other academic areas. Without reading, mathematics, writing, spelling, and the content areas such as science and social studies are difficult, if not impossible, to participate in or complete at an adequate level. College becomes out of the question and many jobs are simply out of reach because they require some basic level of reading or other skill that hinges on reading. An inability to read renders these individuals almost powerless in our society.
Further, a report of the Commission on Reading (1985) entitled Becoming a Nation of Readers noted the following, more than 30 years ago:
Economics research has established that schooling is an investment that forms human capital—that is, knowledge, skill, and problem-solving ability that have enduring value. While a country receives a good investment in education at all levels from nursery school and kindergarten through college, the research reveals that the returns are highest from the early years of schooling when children are first learning to read. (p. 1)
Unfortunately, a vast number of our students are failing in learning to read and/or reading to learn in our schools. The problem does not go away over time. In fact, the majority of these students continue a trend of failure in reading. This problem has not gone without notice. Reading initiatives have tried to tackle this critical academic area “head on” by focusing on evidence-based practices. Further, five essential components of effective reading programs have been identified for grades K–3 and a separate set of components have been targeted for grades 4–12. K–3 components include phonemic awareness, phonics, fluency, vocabulary, and text comprehension; components for grades 4–12 include word study, fluency, vocabulary, comprehension, and motivation. Empirical studies have shown that students need to acquire skills in these areas to become proficient readers.
As a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully
complete ALL writing assignments to pass this course. *Please note: Minimum
exam score requirements may vary by college or university; therefore, you
should refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete a review of any section on which your examination score
was below 50%.
·
Retake any examination, after completing an information review,
to increase that examination score to a minimum of 50%, making sure to also be
achieving an overall exam score of a minimum 70% (maximum of three
attempts). *Please note: Minimum exam score
requirements may vary by college or university; therefore, you should refer to
your course addendum to determine what your minimum exam score requirements
are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
In this chapter, students
will learn the essentials of effective instruction and its critical role in
influencing student success in academia and beyond. The curriculum emphasizes
the multifaceted nature of teaching, which includes establishing clear academic
objectives, engaging students through organized and well-designed programs, and
using dynamic presentation techniques. The chapter also delves into the
importance of structured time management and the organization of learning
environments to maximize student engagement. Exploring small group instruction
and behavior management integrated with academic
instruction will equip students with strategies to enhance both learning
outcomes and classroom dynamics. In this way, they will become better prepared
to effectively navigate and address the diverse needs and challenges of their
future classrooms.
This chapter discusses the
critical nature of reading for learning and personal development, touching on
how oral language skills play a significant role in literacy and reading
comprehension. It addresses the ongoing debate in educational circles about the
most effective methods for teaching reading, weighing skills-based instruction
against literature-based approaches. The chapter emphasizes the need for
evidence-based teaching practices that incorporate a balanced approach that
considers individual learning needs. It also delves into statistics and
phenomena related to reading proficiency and challenges, including the effects
of socioeconomic factors and interventions aimed at improving literacy
outcomes.
Chapter 3 details the reports that set the stage for the National Reading Panel (2000) report. These included the Adams (1990) report and the Snow et al. (NRC, 1998) report.
In 1997, Congress asked the National Institute of Child Health and Human Development (NICHD), in concert with the Secretary of Education, to convene a national panel to assess the effectiveness of various approaches to teaching children to read. That report is discussed in this chapter, along with a publication titled Put Reading First (2006). Further, recent evidence-based practice guides developed for the Institute of Education Sciences by What Works Clearinghouse and the International Literacy Association are highlighted.
Congress significantly changed the way in which schools could determine a child’s eligibility for special education under the specific learning disabilities category when it reauthorized IDEA in 2004. The current research has led to an alternative approach to diagnosing reading problems and delivering services. Two broad approaches will be covered in this chapter that address the diagnosis and delivery issues. This chapter will focus on Response to Intervention (RTI) and Multi-Tier System of Supports (MTSS) and on a differentiated instruction approach to individualizing instruction. Additionally, methods of differentiating instruction for ELLs is explained in detail.
At the end of each course chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. The average from your exam scores will be printed on your certificate. However, this is not your final grade since your required writing assignments have not been reviewed. Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
All assignments are
reviewed and may impact your final grade. Exceptionally or poorly written
assignments, or violation of the Academic Integrity Policy (see course syllabus
for policy), will affect your grade. Fifty percent of your grade is determined
by your writing assignments, and your overall exam score determines the other
fifty percent. Refer to the Essay Grading
Guidelines, which were sent as an attachment with your
original course link. You should also
refer to the Course Syllabus Addendum, which was sent as an attachment with
your original course link, to determine if you have any writing assignments in
addition to the Critical Thinking Questions (CTQ) and Journal Article
Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your writing assignments must meet the minimum word count and are not to include the question or your final citations as part of your word count. In other words, the question and citations are not to be used as a means to meet the minimum word count.
There are four CTQs that you are required to complete. You
will need to write a minimum of 500 words (maximum 1,000) per essay. You should
explain how the information that you gained from the course will be applied and
clearly convey a strong understanding of the course content as it relates to
each CTQ. To view the questions, click
on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will
bring up a screen where you may enter your essay. Prior to course submission, you may go back
at any point to edit your essay, but you must be certain to click SAVE once you
are done with your edits.
You must click SAVE before
you write another essay or move on to another part of the course.
You are required to write, in your own words, a summary on a total of three peer-reviewed or scholarly journal articles (one article per JAS), written by an author with a Ph.D., Ed.D., or similar, on the topic outlined within each JAS section in the “Required Essays” portion of the course (blogs, abstracts, news articles, or similar are not acceptable). Your article choice must relate specifically to the discussion topic listed in each individual JAS. You will choose a total of three relevant articles (one article per JAS) and write a thorough summary of the information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the journal name, volume, date, and any other critical information to allow the facilitator to access and review each article.
To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are done with your edits. For more information on the features of this assignment, please consult the HELP menu.
You
must click SAVE before you write another summary or move on to another part of
the course.
Karen Lea holds a Ph.D. in education. Dr. Lea has fifteen years’ experience teaching at the K–12 level and another fourteen years’ experience teaching education courses at the undergraduate and post-graduate level. Currently she is a coordinator for a cadre of instructional developers and project manager for aerospace online training. Dr. Lea has been professionally published over fifteen times and has served on over a dozen panels and boards, including serving on the NCATE (CAEP) Board of Examiners. Please contact
You
may contact the instructor by emailing Professor Lea at karen_lea@virtualeduc.com
or by calling 509-891-7219 Monday through Friday, 8:00 a.m. -
5:00 p.m. PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to
ten minutes per student, per day, given that this is a self-paced instructional
program. Please do not contact the instructor about technical problems, course
glitches, or other issues that involve the operation of the course.
If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.
If you need personal assistance then email support@virtualeduc.com or call 509-891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course
Completion Information, Items to be Submitted, and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
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