Prerequisites: LTCY 519

Course Description: Individual investigation of the research and descriptive literature in the field of reading

Rationale: This course provides the graduate student in education with the opportunity to do broad range, comprehensive investigation of research and descriptive literature in the field of reading and writing under the guidance of graduate faculty advisors. Individuals elect a plan of study based upon their individual interests and/or needs. Individuals will pursue a research study in literacy and review literature on a variety of literacy topics.

Course Objective and Assessment:

Graduate students in education can demonstrate knowledge of reading and writing concepts and developmentally appropriate instruction by providing evidence for each of Kentucky's Teacher Standards and the International Reading Association's Advanced Standards for Reading Professionals (ASRP).

Kentucky's Teacher Standards

STANDARD 1:  THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE
STANDARD 2:  THE TEACHER DESIGNS AND PLANS INSTRUCTION 
STANDARD 3:  THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE
STANDARD 4:  THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION
STANDARD 5:  THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS
STANDARD 6:  THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
STANDARD 7:  REFLECTS ON AND EVALUATES TEACHING AND LEARNING
STANDARD 8:  COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
STANDARD 9:  EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT
STANDARD 10:  PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

I.     Philosophy of reading instruction
        A.  Reading is a complex, interactive, and constructive process
        B.  Professionalism
        C.  Moral dimensions and values
        D.  Perspective about readers and reading
II.    Language development, cognition, and learning
III.   Knowledge of the reading process
IV.   Creating a literate environment
V.    Organizing and planning for effective instruction
        A.  Knowledge of contextual factors
        B.  Knowledge of individual differences
        C.  Knowledge of instructional materials
VI.   Knowledge of instructional strategies
        A.  Teaching strategies
        B.  Learning strategies
VII.  Demonstrating knowledge of assessment principles and techniques
VII.  Communicating information about reading
IX.   Planning and enhancing programs
        A.  Curriculum development
        B.  Staff development
        C.  Research  

Course Topics:

Major topics to be considered:
    Approaches to reading and writing instruction
    Adult Literacy Instruction
    Causes of reading and writing difficulties
    Collaborative reading and writing
    Correction of reading and writing difficulties
    Emergent literacy
    Family literacy
    Vocabulary development
    Oral reading
    Study skills
    Contemporary programs and trends in literacy education
    Historical, philosophical literacy issues
    Rate (flexibility, speed)
    Reading interests
    Organization for teaching reading and writing
    Clinical/classroom diagnosis
    Formal an informal reading assessment
    Teaching materials
    Use of technology to support reading and writing
    Providing for individuals differences
    Parent involvement
    Literacy development
    Literacy intervention
    Process writing
    Word study/spelling

KERA Elements Addressed
    Curriculum (Outcomes Based)
    Goals and Outcomes
    Performance Tasks
    Performance Assessment
    Expended use of Technology
    Primary Program
 

Required Components (Written work must be uploaded electronically to the Electronic Portfolio System):

1.  An individual conference(s) with the instructor will be arranged to initiate investigations; additional meetings are to be
arranged as needed.

2.  Students will prepare summaries of, reactions to, research and descriptive papers on topics identified in the conference with the instructor.

3.  While encouraged to become acquainted with landmark research studies and descriptive articles, most of the reviews should be articles from current periodical literature.

4.  The student and the instructor shall agree on the topics for study as well as the scope of the investigation.

NOTE: The Critical Performance for the Electronic Portfolio System is the formal paper generated from items 1-4 above.  Specifically,

• Prospectus for Research Project
• Review of the Literature (theoretical stance)
• Preliminary Methodology of Research Project
• Timeline for project completion (in LTCY 624)

Evaluation and Grade Assignment
Assessment will include written reports, and reaction/research papers.  The student must achieve minimum competency, otherwise the course must be repeated.

The grading scale for LTCY 522 is as follows:

A =    93 - 100 %
B =    85 - 92%
C =    77 - 83%
D =    70 - 76%
F =    69% or less

Textbook:
Because of the nature of this course, textbook(s) and other printed materials will be negotiated between the instructor and the student in the initial conference.

For information on planning, preparing, conducting and writing a successful research paper you will want to check out the following Websites:
http://www.learnerassociates.net/dissthes/

http://www.kyvl.org/html/tutorial/research/

Qualitative Research Methods: A Data Collector's Field Guide - By Natasha Mack, Cynthia Woodsong, Kathleen M. MacQueen, Greg Guest, and Emily Namey - found on-line (free) at:  http://www.fhi.org/en/RH/Pubs/booksReports/QRM_datacoll.htm

Educators as Inquirers: Using Qualitative Inquiry - (selections) http://education.byu.edu/ipt/williams/index.html

All assignments must be typed. Use APA format for assignments. You WILL lose points if you do not use APA format.   (12pt font, 1 inch margins, double-spaced)

• http://www.apastyle.org/elecgeneral.html
• http://www.apastyle.org/elecsource.html
• http://leo.stcloudstate.edu/research/apadocument.html
• http://www.vanguard.edu/faculty/ddegelman/index.cfm?doc_id=796
• Citation Machine: http://citationmachine.net/

University policy on academic honesty will be strictly observed.  Please see notes on PLAGIARISM.  

Supplementary Resources:

    Adams, M.J.  (1944).  Beginning to read:  Thinking and learning about print.  Cambridge, MA:  MIT Press.
    Allington, R.L. (1991).  Children who find learning to read difficult:  School responses to diversity.  In E.H. Hiebert (Ed.), Literacy for a diverse society:  Perspectives, practices, and policies (pp. 237-252).  NY:  Teachers College Press.
    Au, K.H. (1993).  Literacy instruction in multicultural settings.  Orlando, FL:  Harcourt Brace College Publishers.
    Banks, J.A. (1991).  Teaching multicultural literacy to teachers.  Teaching Education, 41(1), 135-144.
    Calkins, L. (1991).  Living between the lines.  Portsmouth, NH:  Heinemann.
    Chall, J.S. (1996).  Stages of reading development.  Fort Worth, TX:  Harcourt, Brace & Co.
    Clay, M.M. (1985).  The early detection of reading difficulties.  Portsmouth, NH:  Heinemann.
    Darling-Hammond, L. (1997).  The right to learn:  A blueprint for creating schools that work.  San Francisco, CA:  Jossey-Bass Publisher.
    Delpit, L.D. (1995).  Other people's children:  Cultural conflict in the classroom.  NY:  The New Press.
    Durkin, D. (1966).  Children who read early.  NY:  Teachers College.
    Freire, P., & Macedo, D. (1987).  Literacy:  Reading the word and the world.  South Hadely, MA:  Bergin & Garvey.
    Graves, D. (1994).  A fresh look at writing.  Portsmouth, NH:  Heinemann.
    Heath, S.B. (1983).  Ways with words:  Language, life, and work in communities and classrooms.  New York, NY:  Cambridge University Press.
    Heath, S.B. (1989).  Oral and literate traditions among black Americans living in poverty.  American Psychologist, 44(2), 367-373.
    Ladson-Billings, G. (1994).  The dreamkeepers:  Successful teachers of African American children.  San Francisco, CA:  Jossey-Bass Publishers.
    Powell, R. (1999).  Literacy as a moral imperative:  Facing the challenges of a pluralistic society.  New York, NY:  Rowman & Littlefield Publishers, Inc.
    Purcell-Gates, V. (1993).  Other people's words:  The cycle of low literacy.  Cambridge, MA:  Harvard University Press.
    Teale, W., & Sulzby, E. (Eds.) (1986). Emergent literacy:  Writing and reading.  NJ:  Ablex.
    Temple, C., Nathan, R., Temple, F., & Burris, N. (1993).  The beginnings of writing (3rd edition) Boston:  Allyn & Bacon.
    Tierney, R., Readence, J., & Dishner, E. (2000). Reading strategies and practices:  A compendium (5th edition).  Boston, MA:  Allyn and Bacon.
    Tompkins, G. (1997).  Literacy for the twenty-first century:  A balanced approach.  NJ:  Prentice Hall.
    Valencia, S., McGinley, W., & Pearson, P.D. (1990).  Assessing reading and writing:  Building a more complete picture for middle school assessment.  Champaign, IL:  University of Illinois, Center for the Study of Reading.

Journals:

    Action in Teacher Education
    College of Reading Association Yearbook
    Educational Researcher
    Elementary School Journal
    English Journal
    Harvard Educational Review
    Indiana Reading Journal
    Journal of Negro Education
    Journal of Reading Behavior
    Language Arts
    Kentucky Reading Journal
    Multicultural Perspectives
    Reading Horizons
    Reading Improvement
    Reading Psychology
    Reading Research and Instruction
    Reading Research Quarterly
    Research in the Teaching of English
    Review of Educational Research
    The Journal for Adolescent and Adult Literacy
    The Journal for Literacy Research
    The Reading Teacher
    Urban Education

Website Addresses:

Kentucky Department of Education:      http://www.kde.state.ky.us
International Reading Association:         http://www.reading.org
Children's Literature Web Guide:          http://www.ucalgary.ca/~dkbrown
ERIC Clearning on Reading, English & Communication:
                                                           http://www.indiana.edu/~eric_rec/index.html
Booklist (reviews):                               http://www.ala.org/booklist/
Ask ERIC                                           http://ericir.syr.edu/
Internet Public Library                         http://www.ipl.org/youth/StoryHour/
K-12 English                                       http://www.ceismc.gatech.edu/busyt/eng.html
U.S. Dept. of Education                      http://www.ed.gov/

Student Disability Services

In compliance with university policy, students with disabilities who require academic and/or auxiliary accommodations for this course must contact the Office for Student Disability Services in Downing University Center, A-200. The phone number is 270 745 5004.

Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services.

Plagiarism Policy:

To represent ideas or interpretations taken from another source as one's own is plagiarism.  Plagiarism is a serious offense.  The academic work of students must be their own.  Students must give the author(s) credit for any source material used.  To lift content directly from a source without giving credit is a flagrant act.  To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. Please read and know that you are responsible for the content on this webpage:  http://www.pampetty.com/plagiarism.htm

As you begin your first assignments, be sure that you are not crossing the line into plagiarism. It is a serious issue and will not be taken lightly. Please read about Avoiding Plagiarism.

The Learning Center

The Learning Center (TLC) (located in the Academic Advising and Retention Center, DUC-A330)
Should you require academic assistance with this course, or any other General Education Course, there are several places that can provide you with help. TLC tutors in most major undergraduate subjects and course levels throughout the week . To make an appointment, or to request a tutor for a specific class, call 745-6254 or stop by DUC A330. Log on to TLC’s website at http://www.wku.edu/tlc to find out more. TLC hours: M-Thur. 8am-9pm, Fri. 8am-4pm, Sat.-Closed, and Sundays 4pm-9pm.