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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 331
Course Title: Teaching Reading
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of how to teach reading skills. Students learn to describe, compare, and contrast theories, models, approaches and methods of teaching reading. Phonic methods and whole language methods are taught and studied, as are individualized teaching strategies, unique uses of children's literature, and writing processes. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one semester prior to taking this course. $40 lab fee. Prerequisites: EDUC 300, or EDUC 505; and admission to the Teacher Certification Program. Offered Fall.

Prerequisite(s) / Corequisite(s):

EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

Course Rotation for Day Program: Offered Fall.
Text(s): Most current editions of the following:

On solid ground
By Taberski, Sharon (Heinemann)
Writing as learning: a content-based approach
By Rothstein, Andrew; Rothstein, Evelyn; and Lauber, Gerald (Corwin Press)
Course Learning Outcomes
  1. To understand the central concepts, structures and tools of inquiry of the disciplines.
  2. To create learning experiences that make aspects of subject matter meaningful and engaging for students.
  3. To understand how students learn, develop, and differ in their approaches to learning.
  4. To provide learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students. 
  5. To develop long-range planning, based upon student, district and state standards data.
  6. To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills.
  7. To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation.
  8. To model effective verbal. nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom.
  9. To continually assess the effects of choices and actions on others to become a reflective practitioner. 
  10. To grow professionally in order to improve learning for all students.
  11. To develop effective working relationships with students, families, school colleagues and community members.
  12. To describe, compare and contrast various theoretical models and approaches to reading. 
  13. To evaluate the most common approaches or methods of teaching reading. 
  14. To analyze and evaluate various materials including basal textbooks.
  15. To evaluate methods of meeting individual student needs as related to the management of the reading program.
  16. To investigate the structure of language. 
  17. To develop instructional strategies for teaching and facilitating literacy.
  18. To describe the reading process and strategies that facilitate it.
  19. To observe the place of content mastery in competent instruction.
  20. To observe elements of an effective lesson plan and the effects of planning instruction. 
  21. To construct and deliver lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  22. To observe the theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
Major Topics/Skills to be Covered:
  • Overview/what is reading?
  • The reading process
  • Theories of reading
  • Emergent literacy
  • Approaches and models for reading instruction
    • Basal readers
    • Literature-based
    • Language experience
    • Others
  • Decoding/word attack and recognition
  • Meaning vocabulary
  • Phonics
  • Sight words
  • Comprehension
  • Study skills
  • ESL and reading
  • Assessment
  • Creating a classroom environment for literacy
  • Overview of field experience
  • Observation participation
  • Performance based teacher evaluation
  • Lesson content and resources
  • Observation/reflection
  • Teacher observation review
  • Management theories and practice
  • Critical reflection

Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Paul Hanna Date: August 27, 2015
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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