EDU 344 Teaching Reading
Course content includes physiological, psychological, and sociological theories underlying the development of reading proficiency and the understanding of the complex nature of reading and writing. Emphasis is placed on rationale, methods, and assessment for the instruction of phonemic, morphemic, semantic, and syntactic patterns and how these factors are interrelated. Areas of concentration include the International Literacy National Reading Panel’s recommendation on explicit instruction in phonological awareness, fluency, vocabulary development, and reading comprehension. Ohio’s direction to include the Science of Reading Framework aligned to Ohio’s Plan to Raise Literacy Achievement is integrated into the course content. This content relates to candidates’ ability to teach explicit, structured, and systematic lessons in the above domains. Code-based vs. meaning-based instruction is understood. Assessment of student abilities in PK-12, and emphasis on Response to Intervention, tiered instruction, and differentiation of instruction for all children is focused upon within the course. An emphasis on the learning targets of Ohio’s 12-Hour Reading and Literacy Core is also present within this course.