Reading & Writing in Content Area

Instructor Name:	Dr. Pamela Bernards
Phone:	509-891-7219
Office Hours:	8 a.m. to 5 p.m. PST Monday - Friday
Email:	pamela_bernards@virtualeduc.com
Address:	Virtual Education Software
	23403 E Mission Avenue, Suite 220F
	Liberty Lake, WA 99019
Technical Support:	support@virtualeduc.com

Introduction

This course offers instruction in teaching reading and writing in various subject matter fields at the K–12 level. The material stresses the skills of vocabulary building, comprehension, and writing, as well as methods for motivating adolescents to read and write.

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.

Course Materials (Online)

Title:	Reading & Writing in Content Area
Publisher:	Virtual Education Software, inc. 2012, Revised 2015, Revised 2018, Revised 2021
Instructor:	Dr. Pamela Bernards, Ed.D.

Academic Integrity Statement

The structure and format of most distance-learning courses presume 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

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.

Aiding Honesty in Others

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.

Level of Application

This course is designed to be an informational course with application to work or work-related settings. The reading and writing strategies were designed to be used in the context of teaching content such as mathematics, science, physical education, music, and history.

Expected Learning Outcomes

As a result of this course, participants will demonstrate their ability to:

1. Identify various reading skills.

2. Identify and discuss factors that contribute to reading failure.

3. Describe and implement approaches to improve comprehension skills.

4. Identify methods for vocabulary development.

5. Develop reasonable instructional goals for the content reader.

6. Stress the acquisition of reading and writing skills across the curriculum.

7. Summarize research for the teaching of reading and writing at the secondary level.

8. Provide methods for the teaching of skills using technology resources.

9. Use specific methods for dealing with reading and writing problems.

Course Description

The course Reading & Writing in Content Area has been divided into four chapters. This course will provide information on such issues as recognizing reading difficulties, assessing textbooks, and the integration of reading strategies within a content area. The strategies taught are aligned with the Praxis Reading Across the Curriculum test guide and the Reading in the Content Area national standards.

The first chapter is an overview of theories of teaching adolescents and language acquisition. The second, third, and fourth chapters discuss current theory regarding the teaching of reading, including phonics, fluency, and motivation. In addition to the theory, these chapters challenge the learner to use specific teaching reading strategies. Strategies are given with step-by-step directions for a teacher to integrate into curriculum the next day.

These four chapters should give you an understanding of the various strategies with step-by-step teaching techniques to successfully integrate reading into your daily content teaching.

After you have completed each chapter of the course, an examination will be used to evaluate your knowledge and ability to apply what you have learned.

Student Expectations

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%, 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 a course evaluation form at the end of the course.

Course Overview

Chapter 1: Reading & Writing as a Process

This chapter discusses theorists such as Piaget and how their research is applicable to teaching adolescents. This chapter will also provide an overview of language acquisition theories. The “big picture” of integrating reading into content areas is the main focus.

Chapter 2: Reading/Writing Environment, Materials, Instruction

This chapter discusses motivational theory and techniques and connecting reading to students’ lives. The main focus of this chapter is on strategies such as Inquiry Questions, Questioning the Author, Editor Interview, and Socratic Seminars.

Chapter 3: Reading/Writing Comprehension

This chapter discusses characteristics of good readers. The main focus of this chapter is on strategies such as an Anticipation Guide, DRT, KWL, DIA, and SQ3R.

Chapter 4: Vocabulary & Assessment

This chapter discusses the importance of teaching vocabulary within the context of a content area. The main focus of this chapter is on Word Maps, Semantic Maps, Discussion Webs, RAFT, Concept Maps and the Frayer Model. This chapter also discusses informal assessment of readers and of curriculum. Other areas of focus for this chapter include the use of Reading Inventories, GRI, and Cloze.

Examinations

At the end of each 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. Your final grade for the course will be determined by calculating an average score of all exams. This score will be printed on your final certificate. 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.

Instructor Description

Pamela Bernards has 37 years of combined experience in diverse PK–8, high school, and higher education settings as a teacher and an administrator. In addition to these responsibilities, she was the founding director of a K–8 after-school care program and founder of a pre-school program for infants to 4-year-olds. The schools she served as a principal and as a curriculum coordinator were named U.S. Department of Education Blue Ribbon Schools of Excellence. Her areas of interest include curriculum, research-based teaching practices, staff development, assessment, data-driven instruction, and instructional intervention (remediation and gifted/talented). She received a doctorate in Leadership and Professional Practice from Trevecca Nazarene University. She recently served as the director of Professional Development for the National Catholic Educational Association and currently works as a consultant.

Contacting the Instructor

You may contact the instructor by emailing Pamela Bernards at pamela_bernards@virtualeduc.com or calling her at 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.

Technical Questions

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.

Minimum Computer Requirements

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.

Bibliography (Suggested Readings)

Adams, J. (2016). Dance and literacy hand in hand: Using uncommon practices to meet the common core. Journal of Dance Education, 16(1), 31–34. https://doi.org/10.1080/15290824.2015.1059941

Aiex, N. K. (1988). Using film, video, and TV in the classroom. Vol 11. ERIC Clearinghouse on Reading and Communication Skills.

Albuquerque Public Schools. (2009). Webb’s Depth of Knowledge guide: Career and technical education definitions. http://www.aps.edu/sapr/documents/resources/Webbs_DOK_Guide.pdf

Alikhan, N. (2014). Thoughts on thinking maps: A new way to think. https://isna.net/wp-content/uploads/2016/10/thoughts_on_thinking_maps-_nishat_alikhan_paper.pdf

Alvermann, D. E., Gillis, V. R., & Phelps, S. F. (2010). Content area reading and literacy: Succeeding in today’s diverse classrooms. Allyn & Bacon.

Alvermann, D. E., & Sanders, R. K. (2019). Adolescent literacy in a digital world. The Encyclopedia of Media Literacy. John Wiley. https://doi.org/10.1002/9781118978238.ieml0005

Ammann, R., & Mittelsteadt, S. (1987). Turning on turned off students: Using newspapers with senior high remedial readers. Journal of Reading, 30(8), 708–715.

Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman.

Anglin, J. M. (1970). The growth of word meaning. MIT Press.

Aungst. G. (2014). Using Webb’s Depth of Knowledge to increase rigor. https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst

Banich, M. T. (1997). Neuropsychology: The neural bases of mental function. Houghton-Mifflin.

Barnett, M. A. (1989). More than meets the eye. Foreign language reading: Theory and practice. (Language in Education series No. 73). Prentice Hall.

Bean, T., & Harper, H. (2008). Literacy education in new times: In these times. Journal of Adolescent and Adult Literacy, 52(1), 4–7. https://doi.org/10.1598/JAAL.52.1.1

Bernhardt, E. B. (1986). Reading in the foreign language. In B. H. Wing (Ed.), Listening, reading, and writing: Analysis and application. Northeast Conference.

Bigler, E. D. (1992). The neurobiology and neuropsychology of adult learning disorders. Journal of Learning Disabilities, 25, 488–506. https://doi.org/10.1177/002221949202500803

Birch, B. M. (2002). English L2 reading: Getting to the bottom. Erlbaum.

Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green.

Bolton, W. R. (1982). A living language: The history and structure of English. Random House.

Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: A review of the research. Center for Applied Linguistics.

Calvin, K. L., & Gray, S. (2020). Double-bubble thinking maps and their effect on reading comprehension in Spanish-English bilingual middle school students with learning disabilities. Learning Disability Quarterly. https://doi.org/10.1177/0731948720958644

Carbo, M. (1989). How to record books for maximum reading gains. National Reading Styles Institute.

Carbo, M. (1997). What every principal should know about teaching reading. NRSI.

Carnahan, C. R., Williamson, P. S., Hollingshead, A., & Israel, M. (2012). Using technology to support balanced literacy for students with significant disabilities. Teaching Exceptional Children, 45(1), 20–29. https://doi.org/10.1177/004005991204500104

Carr, D., et al. (1995). Improving student reading motivation through the use of oral reading strategies (MA research project, St. Xavier University). http://www.eric.ed.gov/PDFS/ED386687.pdf

Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 21(3), 461–481. https://doi.org/10.2307/3586498

Carrell, P. L., Devine, J., & Eskey, D. E. (Eds.). (1988). Interactive approaches to second language reading. Cambridge University Press.

Caverly, D. C., Mandeville, T. F., & Nicholson, S. A. (1995). PLAN: A study-reading strategy for informational text. Journal of Adolescent & Adult Literacy, 39(3), 190–199.

Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward design: Targeting depth of understanding for all learners. Teaching Exceptional Children, 41(5), 6–14. https://doi.org/10.1177/004005990904100501

Chiswick, B. R., & Miller, P. W. (2002). Immigrant earnings: Language skills, linguistic concentrations, and the business cycle. Journal of Popular Economics, 15, 31–57. https://doi.org/10.1007/PL00003838

Clark, D. R. (2015). Bloom’s taxonomy of learning domains. Big Dog and Little Dog’s Performance Juxtaposition. http://knowledgejump.com/hrd/bloom.html

Crain, W. (2011). Theories of development: Concepts and applications (6th ed.). Prentice Hall.

Cunningham, P. M. (2009). Phonics they use: Words for reading and writing. Pearson.

Dale, E., & Razik, T. (1963). Bibliography of vocabulary studies (2nd rev. ed.). Bureau of Educational Research and Service, The Ohio State University.

Dale, E., & O’Rourke, J. (1971). Techniques of teaching vocabulary. Field Educational.

Davis, M. H., Wang, W., Kingston, N. M., Hock, M., Tonks, S. M., & Tiemann, G. (2020). A computer adaptive measure of reading motivation. Journal of Research in Reading, 43(4), 434–453. https://doi.org/10.1111/1467-9817.12318

Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). ASCD.

de Villiers, Jill G., & Peter A. (1978). Language acquisition. Harvard University Press.

Dezuanni, M. (2016). Digital media literacy: Connecting young people’s identities, creative pro-duction, and learning about video games. In D. E. Alvermann (Ed.), Adolescents’ online literacies: Connecting classrooms, digital media, and popular culture (Rev. ed., pp. 145–164). Peter Lang.

Dohman, G. (2020). Using music to teacher early literacy skills. Capstone. https://www.capstonepub.com/blog/using-music-teach-early-literacy-skills

Dressman, M., McCarthey, S., & Prior, P. (2009). Editors’ introduction: Adolescents’ literacy and the promises of digital technology. Research in the Teaching of English, 43(4), 345–347.

Dugan, J. R. (2008). Adolescent literacy and learning: Increasing interest in reading and active learning with content literacy kits. Ohio Reading Teacher, 39(1), 25–32. https://www.proquest.com/openview/aac2616ab137021c093d2c996f580438/1?pq-origsite=gscholar&cbl=48027

Ehren, B. J. (2009). Looking through an adolescent literacy lens at the narrow view of reading. Language, Speech & Hearing Services in Schools, 40(2), 192–195. https://doi.org/10.1044/0161-1461(2009/08-0036)

Elman, J., Bates, E. A., Johnson, M., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1997). Rethinking innateness. MIT Press.

Eskey, D. (2005). Reading in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 563–580). Erlbaum.

Fan, Y. S. (2016). Thinking maps in writing project in English for Tiawanese elementary school students. Universal Journal of Educational Research, 4(1), 36–57. https://files.eric.ed.gov/fulltext/EJ1086183.pdf

Fisher, P., & Blachowicz, C. (2007). Teaching how to think about words. Voice From the Middle, 15(1), 6–12. https://www.academia.edu/1268764/Teaching_how_to_think_about_words

Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. University of Michigan.

Fons, J. (2009). Student reactions to just-in-time teaching’s reading assignments. Journal of College Science Teaching, 38(4), 30–33.

Foss, D. J., & Hakes, D. T. (1978). Psycholinguistics: An introduction to the study of language. Prentice-Hall.

Francis, W. N. (1965). The English language: An introduction: Background for writing. W. W. Norton.

Freppon, P. A., & Dahl, K. L. (1991). Learning about phonics in a whole language classroom. Language Arts, 68(3), 190–197. https://www.jstor.org/stable/41961846

Fritz, A. E., Cooner, D., & Stevenson, C. (2009). Training new content area secondary teachers to teach literacy: The university/public school partnership. Reading Improvement, 46(1), 19–28. https://www.academia.edu/24571164/Training_New_Content_Area_Secondary_Teachers_to_Teach_Literacy_The_University_Public_School_Partnership

Fuchs, L. (1987). Teaching reading in the secondary school. Fastback 251. Phi Delta Kappa Educational Foundation.

Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (2007). Assessing motivation to read: Instructional resource no. 14. Office of Educational Research and Improvement. https://files.eric.ed.gov/fulltext/ED384008.pdf

Glasgow, N. A., & Farrell, T. S. C. (2007). What successful literacy teachers do. Corwin Press.

Gonzalez, J. (2015, March 6). 7 easy ways to support student writing in any content area. Cult of Pedagogy. https://www.cultofpedagogy.com/content-area-literacy-writing/

Gordon, M. (2011). Thinking maps. [PowerPoint slides]. http://www.slideshare.net/mmgordon7/thinking-maps-10331621?next_slideshow=1

Greenberg, E., Macías, R. F., Rhodes, D., & Chan, T. (2001). English literacy and language minorities in the United States (Statistical Analysis Report No. NCES 2001464). National Center for Education Statistics.

Greenenough, W. T., Black, J. E., & Wallace, C. S. (1993). Experience and brain development. In M. Johnson (Ed.), Brain development and cognition: A reader (pp. 290–322). Blackwell.

Greenwood, S. C. (1989). Summarize, compare, contrast, and critique: Encouraging active reading through the use of cinema. Exercise Exchange, 35(1), 22–24.

Gurian, M. (2001). Boys and girls learn differently! A guide for teachers and parents. Jossey-Bass.

Gurian, M., & Stevens, K. (2005). The minds of boys: Saving our sons from falling behind in school and life. Jossey-Bass.

Gurian, M., Stevens, K., & King, K. (2008). Strategies for teaching boys and girls: Secondary level. Jossey-Bass.

Guzzetti, B., & Lesley, M. (Eds.) (2016). Handbook of research on the societal impact of digital media. IGI Global.

Habib, M., & Besson, M. (2009). What do music training and musical experience teach us about brain plasticity? Music Perception, 26(3), 279–285. https://doi.org/10.1525/mp.2009.26.3.279

Hadley, A. O. (1993). Teaching language in context. Heinle & Heinle.

Handsfield, L. J., & Jimenez, R. T. (2008). Revisiting cognitive strategy instruction in culturally and linguistically diverse classrooms: Cautions and possibilities. Language Arts, 85(6), 450–458.

Heemskerk, I., Dam, G., Volman, M., & Admirall, W. (2009). Gender inclusiveness in educational technology and learning experiences of girls and boys. Journal of Research on Technology in Education, 41(3), 253–277. https://doi.org/10.1080/15391523.2009.10782531

Hess, K. (2014). Where did the Hess CRM come from? https://www.karin-hess.com/crm-history

Hinton, L. (2016). What is digital literacy? Digital literacy: An evolving definition. Education Week. https://www.edweek.org/ew/articles/2016/11/09/what-is-digital-literacy.html

Hodges, R. E. (1982). Improving spelling and vocabulary in the secondary school. ERIC Clearinghouse on Reading and Communication Skills and National Council of Teachers of English.

Holdaway, D. (1979). The foundations of literacy. Ashton Scholastic (available from Heinemann in the U.S.).

Hood, S., Solomon, N., & Burns, A. (1996). Focus on reading. National Centre for English Language Teaching and Research.

Hosenfeld, C. (1979). Cindy: A learner in today's foreign language classroom. In W. C. Born (Ed.), The foreign language learner in today’s classroom environment. Northeast Conference Reports (ERIC Document Reproduction Service No. ED 185 834)

Houge, T. T., Geier, C., & Peyton, D. (2008). Targeting adolescents’ literacy skills using one-to-one instruction with research-based practices. Journal of Adolescent & Adult Literacy, 51(8), 640–650. https://doi.org/10.1598/JAAL.51.8.3

Hubbard, S. (2013). Adventures with text and beyond: Education for empowerment—The link between multiple intelligences and critical consciousness. English Journal, High School Edition, 104(4), 98–102.

Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 33–44. http://www.edpsycinteractive.org/papers/prbsmbti.html

James, A. N. (2007). Teaching the male brain: How boys think, feel, and learn in school. Corwin Press.

Jitendra, A. K. (2008). Using schema-based instruction to make appropriate sense of word problems. Perspectives on Language and Literacy, 34(2), 20–24.

Johnson, D. D., & Pearson, P. D. (1984). Teaching reading vocabulary (2nd ed.). Holt, Rinehart and Winston.

Jones, L. R. (2008, September 3). Teaching secrets: Bridging the gender gap. Education Week. http://www.edweek.org/tm/articles/2008/09/03/01tln_jones.h20.html?tkn=qmNmz%252BPDLUjHZcU6RcHr2uwDB9uOuM7s

Kalbfleisch, M. L. (2008). Getting to the heart of the brain: Using cognitive neuroscience to explore the nature of human ability and performance. Roeper Review, 30(3), 162–171. https://doi.org/10.1080/02783190802199321

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Kami, A., Meyer, G., Jezzard, P., Adams, M., Turner, R., & Ungerleider, L. (1995). Functional MRI evidence for adult motor cortex plasticity during motor skill learning. Nature, 377, 155–158. https://doi.org/10.1038/377155a0

Keller, J. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.

Knowledge Network for Innovations in Learning and Teaching. (2013). Balanced literacy. https://tccl.arcc.albany.edu/knilt/index.php/Lesson_1:_Balanced_Literacy

Kos, R. (1991). Persistence of reading disabilities: The voices of four middle school students. American Educational Research Journal, 28(4), 875–895. https://doi.org/10.3102/00028312028004875

Kruidenier, J. (2002). Research-based principles for adult basic education reading instruction. National Institute for Literacy. http://lincs.ed.gov/publications/pdf/adult_ed_02.pdf

Lacina, J., & Watson, P. A. (2008). Focus on literacy: Effective content teachers for the middle grades. Childhood Education, 84(3), 159–162. https://www.ocmboces.org/tfiles/folder888/EffectiveContentTeachersfortheMiddleGrades.pdf

Laird, C. (1981). The word: A look at the vocabulary of English. Simon and Schuster.

Law, C., & Kaufhold, J. A. (2009). An analysis of the use of critical thinking skills in reading and language arts instruction. Reading Improvement, 46(1), 29–34.

Louge, M. E., Robie, M., Brown, M., & Waite, K. (2009). Read my dance: Promoting early writing through dance. Childhood Education, 85(4), 216–222. https://doi.org/10.1080/00094056.2009.10523084

Malloy, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013). Assessing Motivation to Read: The Motivation to Read Profile–Revised. Reading Teacher, 67(4), 273–282. https://www.booktrust.org/files/2016/08/Motivation-to-Read-Profile-Revised.pdf

Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works in schools. ASCD.

Marzano, R. J. (2020). Teaching basic, advanced, and academic vocabulary: A comprehensive framework for elementary instruction. Bloomington, IN.

Marzano, R., & Pickering, D. (2008). Building academic vocabulary: Teacher’s manual. ASCD.

Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.

Matthiessen, C. (2015, February 25). The hidden effects of reading aloud—Even for older kids. Great! Schools.org. https://www.greatschools.org/gk/articles/read-aloud-to-children/

McCarthy, H. (2009). Integrating physical education into the language arts program, grades K–5. https://www.franklinschools.org/cms/lib2/IN01001624/Centricity/Domain/101/Integrating%20PE%20into%20LA.pdf

McNamara, D. S. (2009). Teaching reading strategies. Perspectives on Language and Literacy, 35(2), 34–40. https://www.scribd.com/document/374429250/Teaching-Reading-Strategies-McNamara-pdf

McNamara, D. S. (2010). Strategies to read and learn: Overcoming learning by consumption. Medical Education, 44(4), 340–346. https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2009.03550.x

Meador, D. (2018, March 29). How Depth of Knowledge drives learning and assessment. ThoughtCo. https://www.thoughtco.com/how-depth-of-knowledge-drives-learning-and-assessment-3194253

Mills, H., O’Keefe, T., & Jennings, L. B. (1992). Looking closely: Exploring the role of phonics in one whole language classroom. National Council of Teachers of English.

Moffett, J., & Wagner, B. J. (1983). Student-centered language arts and reading K–13: A handbook for teachers. Houghton Mifflin.

Nation, I. M. P. (2000). Learning vocabulary in lexical sets: Dangers and guidelines. TESOL Journal, 9(2), 6–10. http://whaaales.com/Nation2000.pdf

Nation, I. M. P. (2005). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 581–595). Erlbaum.

National Center for Education Evaluation and Regional Assistance. (2008). Improving adolescent literacy: Effective classroom and intervention practices. U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_082608.pdf

National Institute of Child Health and Human Development. (2007). What content-area teachers should know about adolescent literacy. http://lincs.ed.gov/publications/pdf/adolescent_literacy07.pdf

National Institute of Neurology and Disorders and Stroke. (2016, May 16). NIH-funded study reveals how differences in male and female brains emerge. https://www.ninds.nih.gov/News-Events/News-and-Press-Releases/Press-Releases/NIH-funded-study-reveals-how-differences-male-and

National Institute of Neurological Disorders and Stroke (2020). Brain basics: Know your brain. https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Know-Your-Brain

Neugebauer, S. R. (2017). Assessing situated reading motivations across content areas: A dynamic literacy motivation instrument. Assessment for Effective Intervention, 42(3), 131–149. https://doi.org/10.1177/1534508416666067

O’Leary, D. D., & Stanfield, B. B. (1985). Occipital cortical neurons with transient pyramidal tract axons extend and maintain collaterals to subcortical but not intracortical targets. Brain Research, 336, 326–333. https://www.sciencedirect.com/science/article/abs/pii/0006899385906614?via%3Dihub

O’Rourke, J. P. (1974). Toward a science of vocabulary development. Mouton.

Petty, W. T., Herold, C. P., & Stoll, E. (1968). The state of knowledge about the teaching of vocabulary. National Council of Teachers of English.

Phillips, J. K. (1985, April). Proficiency-based instruction in reading: A teacher education module. https://eric.ed.gov/?id=ED264732

Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh, K., Mogge, S., & Dunston, P. J. (2007, 2011). Assessing adolescents’ motivation to read. Journal of Adolescent & Adult Literacy, 50, 378–396. https://doi.org/10.1598/JAAL.50.5.5

Putnam, H., & Walsh, K. (2021). State of the states: Teacher preparation policy. National Council on Teacher Quality.

Pyles, T. P. (1971). The origins and development of the English language (2nd ed.). Harcourt Brace Jovanovich.

Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Journal, 56, 262–305. https://doi.org/10.3138/cmlr.56.2.282

Robb, L. (2003). Teaching reading in social studies, science, and math: Practical ways to weave comprehension strategies into your content area teaching. Scholastic Professional Books.

Roberts, R., & Hunter, L. (2002). Otitis media and children’s language and learning. ASHA Leader, 7(18). https://doi.org/10.1044/leader.FTR2.07182002.6

Rumelhart, D. E. (1977). Toward an interactive model of reading. (CHIP Technical Report No. 56). Paper presented at the Attention and Performance VI International Symposium, Stockholm, Sweden, July 1975.

Rycik, J. A. (2008). A decade of adolescent literacy. American Secondary Education, 37(1), 62–64. https://www.jstor.org/stable/41406131

Scharlach, T. D. (2008). START comprehending: Students and teachers actively reading text. Reading Teacher, 62(1), 20–31. https://knilt.arcc.albany.edu/images/a/a2/START_Comprehending.pdf

Shipley, J. T. (1977). In praise of English: The growth in the use of language. Times Books.

Sousa, D. (2016). How the brain learns. Corwin Press.

Sprenger, M. (2013). 11 tips on teaching Common Core critical vocabulary. Edutopia. https://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger

Straw, S. B. (1981). Assessment and evaluation in written composition: A commonsense perspective. In V. Froese & S. B. Straw (Eds.), Research in the language arts: Language and schooling. University Park Press.

Sur, M., Pallas, S. L., & Roe, A. W. (1990). Cross-modal plasticity in cortical development: Differentiation and specification of sensory neocortex. Trends in Neuroscience, 13, 227–233.

Tarasiuk, T. (2009). Technology toolkit: Extreme poetry: Making meaning through words, images, and music. Voices From the Middle, 16(3), 50–51.

Temple, C., Nathan, R., Temple, F., & Burris, N. (1993). The beginnings of writing (3rd ed.). Allyn & Bacon.

Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2008). All children read: Teaching for literacy in today’s diverse classrooms. Pearson.

Thompson, D. S. (1975). Language. Time-Life Books.

Trelease, J., & Giorgis, C. (2019). The read aloud handbook: Eighth edition. Penguin Books.

Turner, J., & Paris, S. G. (1995). How literacy tasks influence children’s motivation for literacy. The Reading Teacher, 48(8), 662–673. https://www.jstor.org/stable/20201530

Unrau, N. (2008). Content area reading and writing: Fostering literacies in middle and high school cultures. Pearson.

Uzuner, Y., Gırgın, Ü., Kaya, Z., Karasu, G., Gırgın, M., Erdıken, B., & Tanridıler, A. (2011). An examination of balanced literacy instructional model implemented to youths with hearing loss. Educational Sciences: Theory & Practice, 11(4), 2126–2133. https://files.eric.ed.gov/fulltext/EJ962691.pdf

Urguhart, V., & Frazee, D (2012). Teaching reading in the content areas: If not me, then who? (3rd ed.). ASCD.

Vaughn, S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction (grades K–3). ASCD.

Viglione, N. M. (2009). Applying art and action. Reclaiming Children and Youth, 18, 16–19.

Volodina, A., Weinert, S., & Mursin, K. (2020). Development of academic vocabulary across primary school age: Differential growth and influential factors for German monolinguals and language minority learners. Developmental Psychology, 56(5), 922–936. https://doi.org/10.1037/dev0000910

Wallace, J. (1995). Improving the reading skills of poor achieving students. Reading Improvement, 32(2), 102–104. https://www.proquest.com/openview/bb3ec022c79cea3e03b6358dacb4bb72/1?pq-origsite=gscholar&cbl=2030479

Wang, S., & Han, S. (2001). Six c’s of motivation. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://epltt.coe.uga.edu/

Wang, S., & Han, S. (2015). The six c’s of motivation. http://epltt.coe.uga.edu/index.php?title=Six_C%27s_of_motivation

Watson, D., & Crowley, P. (1988). How can we implement a whole-language approach? In C. Weaver, Reading process and practice: From socio-psycholinguistics to whole language (pp. 232–279). Heinemann.

Wessling, S. B. (2011). Supporting students in a time of core standards: English language arts, grades 9–12. National Council of Teachers of English.

White, C. (1990). Jevon doesn’t sit at the back anymore. Scholastic.

Whitin, D. J., Mills, H., & O’Keefe, T. (1990). Living and learning mathematics: Stories and strategies for supporting a thematical literacy. Heinemann.

Winfield, M. (2012). An overview of thinking maps. [PowerPoint slides]. http://www.slideshare.net/mwinfield1/an-overview-of-thinking-maps?related=1

Wolpert-Gawron, H. (2014). 8 ways to use music in the language arts classroom. Edutopia. https://www.edutopia.org/blog/using-music-strategies-language-arts-classroom-heather-wolpert-gawron

Wren, S. (2003). What does a “balanced approach” to reading mean? http://www.balancedreading.com/balanced.html

Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization’s web home page.

12/16/21 jn