Introduction

The No Child Left Behind Act of 2001 mandates the use of scientifically based research in programs receiving federal funding that deal with remedial readers. The concept of scientifically-validated methods is so prevalent in the legislation that it appears 110 times when referring to Reading First. This three-course series will help improve your knowledge of science and the scientific process. 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. 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.

Course Materials

Reading Fundamentals #2: Laying the Foundation for Effective Reading Instruction (software package)

Authors: Nancy Marchand-Martella, Ph.D.

Instructor: Mick Jackson MS/ED

Please keep the CD. There is a $25 replacement fee for CD-roms if you need to replace yours due to theft, damage, misplacement, etc. Call 1-800-313-6744, with your credit card information, if you need a replacement.

Academic Integrity Statement

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 CBI 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 may result in the assignment of a failing grade and subsequent loss of credit for the course.

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Level of Application

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 sixth grade and an age range from approximately five years to twelve years of age. Some alterations may be needed if working with specific populations such as gifted, ESL, or special education.

Course Objectives:

1. Describe the elements of effective instruction.

2. Discuss the importance of reading instruction.

3. Describe the reading theories/models.

4. Differentiate between basal (core/comprehensive), supplemental, and intervention reading programs.

5. Provide information on reading psychology and development.

6. Trace the evolution of reading from Adams (1990) to Snow et al. (NRC, 1998) to the National Reading Panel Report (2000) and Put Reading First (2001).

7. Describe key legislation that affects reading.

8. Discuss what key legislation means to educators.

Course Description

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, almost 20 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 to learn to read in our schools in grades K-3. The problem does not go away over time. In fact the vast majority of these students continue a trend of failure in reading. This problem has not gone without notice. Reading initiatives such as Reading First have tried to tackle this critical academic area “head on” by focusing on scientifically-based reading programs. Further, five essential components of effective reading programs have been identified and are key focal areas of Reading First. These areas include phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Research has shown that students need to master skills in these areas to become proficient readers. The cry now heard is “every child a reader by the end of third grade.” It’s about time.

Student Expectations

As a student you will be expected to...

· Complete all 4 information chapters covering The Foundations for Effective Reading Instruction, showing a competent understanding of the material presented.

· Complete all 4 chapter examinations, showing a competent understanding of the material presented.

· Complete a review of any chapter on which your examination score was below 70%.

· Retake any examination, after completing an information review, to increase that examination score to a minimum of 70% (maximum of 3 attempts).

· 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.

Course Overview

Chapter 1: Importance of Effective Instruction

This course will shed some light on effective instruction by breaking it down into parts. Figure I.1 shows how three critical elements of effective instruction lead to student success in the classroom. These include: (a) the organization of instruction; (b) curriculum design; and (c) instructional delivery as noted by Carnine, Silbert, & Kame’enui (1997).

When we look at how reading curricula or programs are designed, we must examine six curricular variables. These variables include: (a) specifying objectives, (b) devising strategies, (c) developing teaching procedures, (d) selecting examples, (e) sequencing skills, and (f) providing practice and review.

In addition to examining the organization of instruction and how our reading program is designed, we should view our instructional delivery techniques. That is, how do we actually provide instruction to our students? Remember, we can have good classroom organization and an effective reading program, but if we do not have the skills to deliver the program in an effective manner, we will struggle to teach our students at high levels. Instructional delivery techniques include: (a) small group instruction, (b) unison oral responding, (c) appropriate instructions, (d) signals, (e) pacing, (f) monitoring, (g) diagnosis and correction, (h) teaching to criterion, and (i) motivation.

Chapter 2: An Overview of Reading Instruction

This chapter details staggering statistics that describe the failure we see in our society. These statistics note the progression of failure if we do not teach reading effectively and early in school. Further, phenomena such as reification and the Matthew Effects are described.

The chapter describes various reading models. A continuum of effective instructional practices as they relate to reading is proposed to help draw light on using both approaches—but it is a matter of when each should be done. Additionally, information is provided on basal (core/comprehensive) reading programs as well as on supplemental and intervention programs, given their emphasis in our schools.

The chapter also provides important information on reading psychology and development. It is important for teachers to have this background to be better prepared to provide instruction in the classroom so that every child learns to read at a proficient level.

Chapter 3: The Evolution of Reading

Chapter 3 details the two 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.

Chapter 4: Key Legislation Affecting Reading Instruction

In 1998, Congress enacted the Reading Excellence Act (REA), an amendment to Title II of ESEA. This Act paved the way for classroom instruction using scientifically-based reading research to help all children learn to read by the end of the third grade. Chapter 4 describes this important amendment to ESEA. It also discusses the changes that were implemented when President Bush signed the No Child Left Behind Act into law on January 8, 2002 and gives details about the act.

An important program within the NCLB Act is Reading First. Reading First is the largest and most focused early reading initiative this country has ever undertaken. Again, an emphasis is placed on scientifically-based reading research for students in grades K-3. This chapter describes this important program within the NCLB legislation.

Examinations

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. The software will save the last score, not the highest score. After your third attempt, each examination will lock and not allow further access. Your final grade for this 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.

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Writing Assignments

This course has two required writing components.

To save your essays:

Macintosh: When you select the question or article you wish to write on, simple text or text edit will automatically be launched. When you are finished, simply click on FILE>SAVE. Do not select SAVE AS. You do not need to give the document a name before saving. When you are done, select FILE>QUIT. You must quit before you write another essay.

Windows: When you select the question or article, Notepad will automatically launch. When you are finished, click on FILE>SAVE. Do not select SAVE AS. You do not need to give the document a name before saving.

1) Essay Requirement: Critical Thinking Questions

There is a critical thinking question for each chapter or section. You will do research on the question and write a brief essay relating it to the course content (and your personal experiences when possible). To view the questions, click on ESSAY REQ, and then on CRITICAL THINKING QUESTIONS. You will see the questions, one for each chapter or section. Click on the question you would like to work on; this will bring up a screen where you can enter your essay. You must write a minimum of 500 words per essay.

2) Essay Requirement: Journal Articles

This task requires you to write a review of three journal articles of your choice on a topic related to this course. You may choose your topic by entering the Key Words (click on the Key Words button) into a search engine of your choice (Google, Dogpile, Yahoo, etc.). Choose three relevant articles and write a 200-word review of each. You may also access the ERIC system and choose a related topic from a journal listed in that system. Or you can access www.scholar.google.com or www.findarticles.com .Write a critical summary of the information given in each article, explaining how the information relates to, supports, or refutes information given in this course. Conclude your paper with your thoughts and impressions. (200 words per journal article minimum.) Be sure to provide the journal name, volume, date, and any other critical information to allow the instructor to access and review that article.

To write your essays, click on ESSAY REQ. In the dialog box below that, click on JOURNAL ARTICLE ASSIGNMENT; this will expand the folder which contains links to the screens where you can write your reviews. When you are ready to stop, click on FILE>SAVE. You may go back at any point to edit your essays. For more information on the features of this assignment, please consult the HELP menu.

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Instructor Description

Reading Fundamentals #2: Laying the Foundation for Effective Reading Instruction has been developed by a team of professionals with educational backgrounds in the areas of clinical psychology, direct reading, and phonetic instructional practices. Mick Jackson, the instructor of record, is a Behavioral Intervention Specialist with a Master's Degree in Special Education and Behavioral Theory and a minor in Reading Remediation. He has 15 years’ combined experience in self-contained special education classrooms, resource rooms, and a hospital day treatment setting. He has conducted oral seminars, presenting to school districts, teacher groups, and at educational conferences.

Contacting the Instructor

You may contact the instructor by emailing Mick at mick@virtualeduc.com or calling him at 800-313-6744 Monday through Friday, 9:00 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 CD, 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 on your course disk.

If you need personal assistance, email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please know your course version number (it is printed on the CD label) and your operating system and be seated in front of the computer at the time of your call.

Minimum Requirements

Macintosh Operating Systems

Mac OS 9.x or OS 10.x, 256MB of RAM and 5MB of free hard disk space, 15" or larger color monitor with a minimum resolution of 800x600, CD driver 4x minimum speed and a printer connected to your computer.

Windows Operating Systems

Windows 2000, XP Home, Professional or newer, 256MB of RAM and 5MB of free hard disk space; 15" or larger color monitor with a minimum resolution of 800x600, CD driver 4x minimum speed and a printer connected to your computer.

Please contact VESi if you have any questions about the compatibility of these systems.

Refer to the addendum included with your software package regarding Grading Criteria, Course Completion Information, Items to be Submitted, and where to send your completed

information.

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