Reading Fundamentals #1:
An Introduction to Scientifically-based Research
Instructor Name: Dr. A.N. (Bob) Pillay
Facilitator: Mick R. Jackson MS/ED
Office Hours: 8 a.m. to 5 p.m. PST Monday - Friday
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
Reading Fundamentals supports the concept of scientifically-based reading research to develop a phonetically-based approach to reading assessment, instruction, evaluation, and remediation.
An Introduction to Scientifically-based Research, the first in the three-course Reading Fundamentals series on effective reading instruction, was designed to give background on scientifically-based instruction as it applies to the federal legislation of 2001. The course discusses the research that supports scientifically-based research as it applies to phonetically-based instruction, assessment, and evaluation. The course explores myths and misconceptions concerning reading instruction and remediation. It also presents an evaluation checklist designed to assess the effectiveness of your current reading program. The goal of the course is to present you with research, trustworthy evidence, and background information that support the need for a reading program that is based on scientific research and proven methods.
Course Materials (Online)
Title: Reading Fundamentals #1: An Introduction to Scientifically-based Research
Authors: Ronald Martella, Ph.D.
Publisher: Virtual Education Software, inc. 2004, Revised 2010
Instructor: Dr. A.N. (Bob) Pillay
Facilitator: Mick R. Jackson MS/ED
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 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.
At the conclusion of this course students will be able to:
1. Describe what is meant by critical thinking.
2. Explain what science is and illustrate the six scientific principles.
3. Explain the myths and misconceptions of science, and describe the ways in which we gain information.
4. Describe the impact science has had on medicine, clinical psychology, and education.
5. Illustrate the constraint levels in educational research.
6. Describe the concepts of reliability and validity.
7. Explain what is meant by variability, including the sources of variability.
8. Describe the terms internal and external validity, and explain the threats to each.
9. Illustrate the different research designs/methods (i.e., experimental, single-case, causal-comparative, correlational, and qualitative).
10. Describe the importance of replications and illustrate the types of replications.
11. Describe what is meant by the term research syntheses, and illustrate the National Reading Panel synthesis.
States that receive funds from the No Child Left Behind, Reading First Act need to ensure that teachers are qualified to teach reading. They must have a working knowledge of scientifically validated instructional programs and practices. According to Kilpatrick (2003), the most critical part of the Act is that there must be an increase in teachers’ knowledge of the scientific process under which instructional programs are evaluated. (Note: A summary of this legislation regarding the use of scientifically-validated instructional materials appears in Course 2.)
As a student you will be expected to:
· Complete all five information sections showing a competent understanding of the material presented in each section.
· Complete all five 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.
Chapter 2: Constraint Levels, Validity, & Variability in Research
This chapter will discuss the various types of research and the constraint levels in educational research. There will be information on the issues of reliability and validity in research and the variability that has been seen in educational research.
Chapter 4: Experimental Designs
This chapter will discuss quasi-experimental design, pre-experimental design, true experimental design, and single case design. It will discuss causal-comparatives and correlational research as well as qualitative research. The chapter will also discuss objectives and methodology.
Chapter 5: Putting It All Together
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.
1) Critical Thinking Questions
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.
2) Journal Article Summations
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 summation), written by an author with a Ph.D. on topics related to this course (blogs, abstracts, news articles or similar are not acceptable). You may choose your topics by entering any of the Key Words (click on the Key Words button) or any other words that pertain to the course, into a search engine of your choice (Bing, Google, Yahoo, etc.). Choose a total of three relevant articles 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 instructor to access and review that article. Please note, the citation of your article will not count towards meeting your minimum word count.
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.
Dr. A.N. Bob Pillay is a doctoral-level professor who has been teaching in the field of exceptional education, curriculum approaches, English, reading and mathematics for the past 30 years. Dr. Pillay has received numerous national and international awards for his research in these fields. He has headed boards and committees in more than five countries, including Australia, the Philippines and Southeast Asia, to develop and strengthen curriculum approaches and special services. Dr. Pillay has extensive knowledge of education issues in the U.S. due to his doctoral studies at the University of Louisville. He was the Founding Director of the Learning Improvement Centre, which is a training facility for teachers, and was a service provider to students with learning problems. He is currently a retired Senior Lecturer and Senior Fellow in Special Education at the University of Melbourne. Please contact Professor Jackson if you have course content or examination 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 firstname.lastname@example.org 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.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
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Kilpatrick, J. (2003). Leave no teacher behind. Education News.org. http://www.ednews.org/articles/leave-no-teacher-behind-.html
Knopf, H. T., & Brown, H. M. (2009). Lap reading with kindergartners: Nurturing literacy skills and so much more. Young Children, 64(5), 80-87.
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Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers.
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Neuliep, J. W., & Crandall, R. (1993a). Everyone was wrong: There are lots of replications out there. Journal of Social Behavior and Personality, 8(6), 1-8.
Neuliep, J. W., & Crandall, R. (1993b). Reviewer bias against replication research. Journal of Social Behavior and Personality, 8(6), 21-29.
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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.