TEDX1882X - Reading Fundamentals #2: Laying the Foundation for Effective Reading Instruction

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, more than 30 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 in learning to read and/or reading to learn in our schools. The problem does not go away over time. In fact, the majority of these students continue a trend of failure in reading. This problem has not gone without notice. Reading initiatives have tried to tackle this critical academic area “head on” by focusing on evidence-based practices. Further, five essential components of effective reading programs have been identified for grades K–3 and a separate set of components have been targeted for grades 4–12. K–3 components include phonemic awareness, phonics, fluency, vocabulary, and text comprehension; components for grades 4–12 include word study, fluency, vocabulary, comprehension, and motivation. Empirical studies have shown that students need to acquire skills in these areas to become proficient readers.

View Reading Fundamentals #2: Laying the Foundation for Effective Reading Instruction syllabus for additional information.

Key Benefits

• 100% online self-paced course.
• No prior experience required.
• No textbooks and other materials required for purchase.

Learning Modules Include

• Chapter 1: Importance of Effective Instruction
  • In this chapter, students will learn the essentials of effective instruction and its critical role in influencing student success in academia and beyond. The curriculum emphasizes the multifaceted nature of teaching, which includes establishing clear academic objectives, engaging students through organized and well-designed programs, and using dynamic presentation techniques. The chapter also delves into the importance of structured time management and the organization of learning environments to maximize student engagement. Exploring small group instruction and behavior management integrated with academic instruction will equip students with strategies to enhance both learning outcomes and classroom dynamics. In this way, they will become better prepared to effectively navigate and address the diverse needs and challenges of their future classrooms.
• Chapter 2: An Overview of Reading Instruction
  • This chapter discusses the critical nature of reading for learning and personal development, touching on how oral language skills play a significant role in literacy and reading comprehension. It addresses the ongoing debate in educational circles about the most effective methods for teaching reading, weighing skills-based instruction against literature-based approaches. The chapter emphasizes the need for evidence-based teaching practices that incorporate a balanced approach that considers individual learning needs. It also delves into statistics and phenomena related to reading proficiency and challenges, including the effects of socioeconomic factors and interventions aimed at improving literacy outcomes.
• Chapter 3: The Evolution of Reading
  • Chapter 3 details the 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, along with a publication titled Put Reading First (2006). Further, recent evidence-based practice guides developed for the Institute of Education Sciences by What Works Clearinghouse and the International Literacy Association are highlighted.
• Chapter 4: Reading Intervention Strategies
  • Congress significantly changed the way in which schools could determine a child’s eligibility for special education under the specific learning disabilities category when it reauthorized IDEA in 2004. The current research has led to an alternative approach to diagnosing reading problems and delivering services. Two broad approaches will be covered in this chapter that address the diagnosis and delivery issues. This chapter will focus on Response to Intervention (RTI) and Multi-Tier System of Supports (MTSS) and on a differentiated instruction approach to individualizing instruction. Additionally, methods of differentiating instruction for ELLs is explained in detail.

Course Learning Outcomes

• Describe the elements of effective instruction.
• Discuss the importance of reading instruction.
• Explain the before, during, and after reading management tips.
• Outline how behavior management approaches can be integrated into instruction.
• Describe the reading theories/models.
• Differentiate between core/comprehensive, strategic/supplemental, and intensive/intervention reading programs.
• Describe the continuum of effective instructional approaches including the continuum of constructivism.
• Provide information on reading psychology and development.
• 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 (2006) to recent evidence-based practice guides developed for the Institute of Education Sciences by What Works Clearinghouse and the International Literacy Association.
• Describe key legislation and funding that affect reading.
• Discuss what key legislation means to educators.
• Describe what is meant by Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS).
• Provide information on how to differentiate instruction for ELLs.

Requirements to Enroll

No application is needed to enroll. All learners are eligible to enroll in the course. There are no admission requirements. It is recommended that learners have a high school diploma or GED, and have basic computer and internet knowledge.

Semester Open-Enrollment Schedule:

• Spring = January - April
• Summer = May - August
• Fall = September - December

*Please note that students are only allowed to register max 5 TEDX courses per semester period*

Estimated Time to Completion

This course can be completed in approximately 30 hours of asynchronous work.

Access Time

Learners will have access to their course learning modules for up to 365 days from the date of enrollment.

CEUs and PDUs

• CEUs 3.0 National University Continuing Education Units

Certificate of Completion

Learners will be awarded a National University Workforce and Community Education, Professional and Continuing Education Certificate of Completion after satisfying the course requirements below:

1. Complete all four information sections showing a competent understanding of the material presented in each section.
2. Complete all four 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%, 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.
3. Complete a review of any section on which your examination score was below 50%.
4. 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.
5. Complete a course evaluation form at the end of the course.

Refund Policy

We at National University want all of our students to have a positive and rewarding learning experience. In the event that a student is not completely satisfied with a course, we offer a refund policy to ensure satisfaction.

To be eligible for a refund, the student must submit a written request, including a valid reason, within 9 calendar days of registering for the course. Additionally, the student must not have attempted more than 25% of the course.

To request a refund, email PACE@nu.edu and include your full name, student ID, and course name. Your reason for requesting a refund will be carefully reviewed, and we reserve the right to refuse a refund if we determine the request to be invalid.

If you meet the eligibility criteria and are approved for a refund, we will issue a refund to your original method of payment within 60 days of the refund approval.