Introduction

Reading Fundamentals supports the concept of using scientifically-based reading research to develop an effective 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 effective 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.

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 Fundamentals #1: An Introduction to Scientifically-based Research

Authors: Ronald Martella, Ph.D.

Publisher: Virtual Education Software, inc. 2004, Revised 2010, Revised 2014

Instructor: Dr. Karen Lea

Facilitator: Mick R. Jackson MS/ED

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 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 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 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 synthesis.

12. Describe the difference between evidence-based and research-based practices.

Course Description

The No Child Left Behind Act requires that teachers be 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 was 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, evidence-based instructional materials appears in Course 2.)

According to Moats (1999, 2007), research should guide the teaching profession. Unfortunately, teachers are not adequately trained in research methodology in their pre-service programs. An interesting phenomenon is present in teacher preparation programs. Undergraduate students are rarely required to take research methods or statistics courses. Contrast this with the situation of undergraduates in psychology. Psychology undergraduates are typically required to take research and statistics courses. The interesting aspect of this difference is that students in teacher preparation programs are highly likely to be accountable for the academic progress of students in their classrooms once they become teachers. In comparison, psychology students will likely be much less accountable for the progress of individuals in their charge (e.g., direct care services such as group homes, residential facilities). In other words, if we compare the responsibilities of education college students with those of psychology college students, the students who would be most in need of training in the scientific process (e.g., data-based decision making) would be those preparing to be teachers.

Student Expectations

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.

Course Overview

Chapter 1: Introduction to Scientifically-based Research

This first chapter contains information on what scientifically-based research means and discusses the myths and misconceptions of science. This chapter will lay out the basic foundation of scientifically-based research that will be used as the basis for understanding the remaining sections.

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 3: Internal & External Validity

The third chapter will deal exclusively with internal and external validity of educational research. This chapter focuses solely on these two issues due to their importance and a need for the issue or research validity to be clearly understood.

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

Chapter 5 wraps up the course by presenting information on replication and research synthesis. The chapter will end with a general review and prepare the user for information to be presented in the second course of this series.

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

Karen Lea holds a Ph.D. in education. Dr. Lea has fifteen years’ experience teaching at the K-12 level and another fourteen years’ experience teaching education courses at the undergraduate and post-graduate level. Currently she is a coordinator for a cadre of instructional developers and project manager for aerospace online training. Dr. Lea has been professionally published over fifteen times and has served on over a dozen panels and boards, including serving on the NCATE (CAEP) Board of Examiners. Please contact Professor Jackson if you have course content or examination questions.

Contacting the Facilitator

You may contact the facilitator by emailing Professor Jackson at mick@virtualeduc.com or calling him at 800-313-6744 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

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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.

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