MANAGING READING INSTRUCTION

• This course is 45 contact hours or the equivalent of 3 credits. It is a natural follow-up to READ210E This website is placed here to assist your preparation for classes. Please participate in the social activities and make use of the resources in each week's session.
  
• Students are expected to complete
  
• A project Case study--25%
• A major quiz-----------15%
• Informal assignments --10% (as determined by the instructor)
• FINAL EXAM---------------50%

  DON'T TRY TO READ EVERYTHING/LINK POSTED ON THIS WEBSITE--PLEASE BE SELECTIVE.  CHOOSE ACCORDING TO YOUR NEEDS.

_______________________________________________________________________________________________

 SOME ESSENTIAL LINKS FOR YOUR PERUSAL: PLEASE RAISE QUESTIONS AS YOU READ

 Reading Rockets --Reading Research and Reports:  articles here  ARE a must read --take you time and selectcarefully.  Please anticipate and raise questions. 

    Myths about Reading Instruction--interesting topics for discussion

  Introduction to the six dimensions of Reading--a research-based model:

Introduction to the Six Dimensions of Reading

         Stimulating interest

• Poetry and other activities
  
• Authentic Reading and Writing
•   
• SOME USEFUL RESOURCES
  
• Activities with children's poetry:Kristine O'Donnell Georg
• Promoting Reading for pleasure--from the National Literacy Trust
  
• Reading for pleasure--a research overview--NLT U K
  
• International Children's Digital Library--1000+ free children's books on the web
• Tips for promoting Reading in Children---Important
• But Mom I hate to Read...Important

    Memo to use your textbook--there are useful chapters there..Roe, Smith, Burns --Chap 9 pp 345-378; also check index for Study Guides.

• Outline of Study Skills
• Study Approaches and Strategies
• Notes on How to study-EDNA
• Study skills checklist--Virginia Tech
• Reference skills Quiz
• IMPORTANT LINK ON HOW TO TAKE NOTES and other leads to a program of Study Skills

• Specific strategies:
  
• SQ3R and other strategies for Study
  

• Locating information--dictionaries, reference materials, Libraries, the Internet
• Organizational techniques--note-taking, summarizing etc

• This link gives basic information for younger children on how to use a Library.
• Why does one need this kind of information ? (discussion question)
• Definition of the term--what are reference materials?
• (see also further links in the definitions)
• Specific kinds of reference information and how to use them
•  How will you teach children about these? (DISCUSSION POINT)

• Informal diagnostic and assessment tools
• Constructing these tools and using them in classroom action research
• --------------------------------------------------------------------------------
  
  • The resources are placed below mainly to stimulate thought and discussion--as a background for what you are doing in class. Raise issues in the Forum.
  • -----------------------------------------------------------------------
    
  Here is some basic information that seeks to answer the question: What are standards in Reading assessment ? (NCTE)
  
  *Browse carefully the resources listed here and match the information with what you are learning in class.
  
  • Can you create an Informal Reading Inventory? Here are some tips how and the elements that are involved in the creation of an IRI.
  • Questions for discussion: What is the difference between Diagnosis and Assessment? Which comes first?
  • How much of this is done accurately in the schools of Trinidad and Tobago?

• Identifying the problems of struggling readers
• REMEDIATION STRATEGIES FOR SUCH READERS

Some background material:--These are just articles that will help as background to what you are doing in class--

• Preventing reading difficulties in young children C. P. Snow et al
• More specific reading problems:
• Here is a good article from Reading Rockets on Targeting the problems in specific areas of Reading.
• More on Reading difficulties --and a search for solutions?
• Some remediation strategies
• More remediation strategies--please browse