COURSE: RDG 7200 Comprehension SECTION: 001 COURSE

COURSE:
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INSTRUCTOR:
RDG 7200 Comprehension
001
3 semester hours
Winter 2014
Education 0300
Monday 5:00-7:45
Dr. Karen M. Feathers
Office: 233 Education
Phone: 577-1802
E-mail: [email protected]
Fax: 313-577-4091
Office Hours: Mondays & Tuesdays 3:30-4:30 pm
Wednesday 3:30-6:30 pm
For appointment call: 313-577-0902
Course Description
Models of comprehension and factors that affect comprehension, instructional methods, reading/writing connection, evaluation.
Objectives
1. Students will understand and be able to explain in oral and written language theories of comprehension including the
Michigan definition of reading as the construction of meaning. (3.1.1.1, 3.1.1.3, 3.1.2.1)
2.
Students will understand and be able to explain in oral and written language the various factors that affect comprehension
such as text, context, reader and culture. (2.1, 3.1.1.3, 3.1.2.2, 3.1.2.4, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.4.4, 4.2.2.1, 5.1, 5.3)
3.
Students will understand and be able to apply various models of comprehension instruction to plan and provide instruction
that:
a. Teaches students various comprehension strategies. (4.1.3.5, 4.1.3.6)
b. Helps learners understand their own and other cultures, literacy abilities and language (2.2,
4.1.1.5, 4.1.3.9)
c. Develops use of oral, written and visual literacy and an understanding of the connections among
these (2.3, 4.1.3.2)
d. Integrates all language arts across all curricular areas (3.1.1.2, 3.4.1.5, 4.1.1.3)
e. Involves personal and critical response to a variety of texts (3.1.2.7, 3.2.5, 3.2.6, 3.2.7, 3.4.1.4,
f. Teaches students various strategies for reading and writing (4.1.3.5, 4.1.3.6)
4.1.3.1)
g. Uses a variety of texts to motivate students to read and exposes them to various genres and purposes
for reading (3.4.1.1, 3.4.1.3.4)
h. Promotes vocabulary development (3.4.6, 4.1.3.4)
i Integrates the use of technology (3.4.1.6, 4.1.1.6)
j. Empowers learners of diverse needs and abilities (4.1.3.11, 4.2.1.8, 4.2.2.5, 4.2.2.6)
4.
Students will understand and be able to explain in oral and written language the nature of the writing process and effective
methods for writing instruction. (3.4.3, 3.3.4, 4.1.3.7)
5.
Students will identify orally and in writing various approaches to evaluating comprehension and writing and the strengths and
limitations of each. (4.2.1.1, 4.1.3.11, 4.2.1.2, 4.2.1.3, 4.2.1.4, 4.2.1.6, 4.2.1.7, 4.2.2.2, 4.2.2.4)
6.
Students will understand and be able to explain in oral and written language basic research terminology, design, and
techniques. (2.10, 5.7.1)
7.
Students will be able to read and report research on comprehension as demonstrated in summarization of research studies and
identification of the strengths and limitations of the studies, and in their own report of a research study. (2.10, 5.7.1)
Required Text
Newkirk, T. (2012). The art of slow reading, Portsmouth, NH: Heinemann.
Assigned reading will consist of the text as well as articles from journals .
References
Booth, D. (2002). Even hockey players read. Portland, ME: Stenhouse.
Creech, N., & Bhavnagri, N. (2002). Teaching elements of story through drama to 1 st-graders, Childhood Education, 78(4), 219-223.
Ellis, L. (2007). Getting Started: The reading-writing workshop grades 4-8, Portsmouth, NH: Heinemann.
Feathers, K. M. (2004). Infotext: Reading and learning, 2nd edition, Toronto, Canada: Pippin Publishing.
Frost, H. (2001). When I whisper, nobody listens. Portsmouth, NH: Heinemann.
Gear, A. (2006). Nonfiction reading power. Portland, ME: Stenhouse.
Jones, S. ( 2006). Girls, social class & literacy. Portsmouth, NH: Heinemann.
Lane, H. & Ariaza-Allen, S. (2010). The vocabulary-rich classroom: Modeling sophisticated word use to promote word consciousness
and vocabulary growth, Reading Teacher, 63(5), 362-370.
Lehr, S. (2001). Beauty, brain & brawn: The construction of gender in children’s literature. Portsmouth, NH: Heinemann.,
Marriott, D. (2002). Comprehension right from the start, Portsmouth, NH: Heinemann.
McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know, Reading Teacher, 65(7),432-440.
Neisser, U. (1976). Cognition and reality. San Francisco, CA: W.H. Freeman.
Newkirk, T. (2002). Misreading masculinity: Boys, literacy and popular culture. Portsmouth, NH: Heinemann.
Nichols, M. (2006). Comprehension through conversation, Portsmouth, NH: Heinemann.
Rosenblatt, L. (1983). Literature as exploration, New York: Modern Language Association.
Rosenblatt, L. (1988). Literature S.O.S, Language Arts, 68, 444-448.
Serafini, F. (2004). Lessons in comprehension, Portsmouth, NH: Heinemann.
Serafini, F., & Youngs, S. (2008). More advanced lessons in comprehension. Portsmouth, NH: Heinemann.
Sims, R. (2007). Free within ourselves: The development of African American children’s literature. Portsmouth, NH: Heinemann.
Smith, F. (1975). Comprehension and learning, New York: Richard C. Owen.
Smith, M., & Wilhelm, J. (2006). Going with the flow. Portsmouth, NH: Heinemann.
Tatum, A. (2005). Teaching reading to black adolescent males. Portland, ME: Stenhouse.
Thompson, T. (2008). Using comics and graphic novels to teach comprehension, 2-6, Portland, ME: Stenhouse.
Vygotsky, L.S. (1978). Mind in society, Cambridge, MA: Harvard University Press.
Wilhelm, J. (2008). You gotta be the book, 2nd edition, Urbana, IL: NCTE.
Assigned Articles & Required Text
Each week you will read the assigned articles and/or chapters in the course text. All articles can be located through the WSU Library
online.
The articles for the assigned reading are:
1/13 Jenkins, S. (2009). How to maintain school reading success: Five recommendations from a struggling male
reader, The Reading Teacher, 63(2), 159-162.
1/27
2/3
2/10
2/17
2/24
3/24
3/31
4/7
4/14
Aukerman, M. (2006). Who’s afraid of the big “Bad Answer”? Educational Leadership, 64(2), 37-41.
Fisher, D., & Frey, N. (2012) Motivating boys to read: Inquiry, modeling, and choice matter, Journal of
Adolescent and Adult Literacy, 55(7), 587-596.
Dooley, C. (2010). Young children’s approaches to books: The emergence of comprehension, The Reading
Teacher, 64(2), 120-130.
Glasswell, K., & Ford, M. (2011). Let’s start leveling about leveling, Language Arts, 88(3), 216.
Santori, D. (2011). “Search for the answers” or “Talk about the story”?: School-based literacy participation
structures, Language Arts, 88(3), 198-207.
Roser, N., Martinez, M., Fuhrken, C., & McDonnold, K. (2007). Characters as guides to meaning, The
Reading Teacher, 60(6), 548-559.
Hollenbeck, A., & Saternus, K. (2013). Mind the comprehension iceberg: Avoiding titanic mistakes with the
CCSS, Reading Teacher, 66(7), 558-568.
Miller, D. (2013). I can create mental images to retell and infer big ideas, Reading Teacher 66(5), 360-371.
Mills, K. (2009). Floating on a sea of talk: Reading comprehension through speaking and listening, The
Reading Teacher, 63(4), 325-329.
Holdren, T. (2012). Using art to assess reading comprehension and critical thinking in adolescents, Journal
of Adolescent and Adult Literacy, 55(8), 692-703.
Wood, S., & Jocius, R. (2013). Combating “I hate this stupid book!”: Black males and critical literacy,
Reading Teacher, 66(8), 661-669.
DaSilva, A., Risko, V., & Ramulla, M. (2009). When you don’t speak their language: Guiding Englishlanguage learners through conversations about text, The Reading Teacher, 63(1), 52-61.
Martinez-Roldan, C., & Newcomer, S. (2011). “Reading between the pictures”: Immigrant students’
interpretations of The Arrival, Language Arts, 88(3), 188-197.
Coleman, J., Bradley, L., & Donovan, C. (2012). Visual representations in second graders’ information book
compositions, The Reading Teacher, 66(1). 31-45.
Responses for Assigned Reading
As you read the assigned texts you will be assigned specific comprehension strategies to use. These comprehension strategies are
turned in each week.
Novels & Book Reviews
During the semester you will read at least two novels. Novels can be selected from those provided or from those you have available.
No more than one of the novels can be appropriate for grades 3-5. At least one must be classified as “young adult” or “adult”. You
must complete some reading of a novel each week with a minimum of two completed by 4/14. The novels will be used to participate
in literature circles each week and you will have a brief assignment each week for the novel you are reading.
Research Projects
You will engage in two research projects. The first is a self-study and the second will examine a research question.
Self-Study
The self-study will involve two things, a metacognitive journal and a summary chart. There will be a total of seven (7) journal entries,
one done in the first class and 6 assigned. In the journal you should discuss (1) what you did to achieve comprehension as you read,
(2) what prompted you to do these things, (3) whether these things were successful or not, and (4) how they helped/why they did not
help, (5) things within the text and the context that supported or interfered with comprehension.
After all the journal entries are complete, you will read back over your own entries and develop a chart that summarizes what you
have learned about yourself as a reader (the strategies you use, problems you encounter).
On the mid-semester exam you will use this chart to answer essay questions about:
a) what you have learned about yourself as a reader (the strategies you use, problems you encounter)
b) what you now understand about the comprehension process.
c) what these things suggest as applications for your own teaching
Group Research Project
For this project you are encouraged to work with at least one other person investigating text understanding. For this investigation, you
will individually collect 4 retellings (two from each of two students). You will also collect other data that you deem necessary such as
answers to multiple choice questions, responses to texts, etc. depending on your research question. The retellings will be transcribed
completely and the first two transcriptions will be submitted to your partner for review along with a recording of the complete
retelling (unaided and aided). The recording of the final retelling (aided and unaided) will be turned in. All transcriptions will be
turned in for grading. Each retelling will also be scored using a retelling guide that follows the format provided in class. The guide
should be approved before scoring.
You will use the data collected to answer your question about comprehension or comprehension assessment. Each pair will compile
the results from all individuals to answer the major question for the pair and will then present its study to a larger group in class as an
informal presentation.
Individually you will each generate a formal paper that presents the results of your personal investigation and your own data. Your
paper will contain the elements of a formal research study (introduction, questions, setting, subjects, material, procedures, data
analysis, results, and discussion) but it will not include a review of literature. It will be computer generated, 6-10 pages long, 12 point
font, double spaced. In the discussion section of the paper you will connect your study to the course material and your own teaching.
All data, including scored retellings and transcriptions, will be submitted with the paper.
Please note that there are specific dates for submission of the initial retellings for this project as well as a date when data analysis
must be complete.
Research Article Summary/Critiques
You will read three assigned research articles. For each one you will fill in a summary sheet that provides a format for you to take
notes on the research study. In addition you will identify strengths and limitations of the study (other than the limitations that the
authors discuss). The first research article will be read, then discussed, then you will do the notes, and finally you will critique the
study. The second article you will read and draft a summary sheet and critique that will be shared and discussed in groups in class.
You will then revise your draft and submit the summary/critique. The third and final article you will read and create the
summary/critique independently. The articles for the summary/critiques are:
Research Article #1
Stahl, K. (2008). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers,
Journal of Literacy Research, 40(3), 259-393.
Research Article #2
Sipe, L, & Brightman, A. (2009). Young children’s interpretations of page breaks in contemporary picture storybooks, Journal of
Literacy Research, 41(1), 68-103.
Research Article #3
Huang, S. (2012). A mixed method study of the effectiveness of the Accelerated Reader program on middle school students’ reading
achievement and motivation, Reading Horizons, 51(3), 229-246.
Exams
There will be two exams, a mid-semester exam and a final exam. The mid-semester exam will focus on the articles read to that point
and your study of yourself as a reader. The final exam will be comprehensive but will mostly focus on the Newkirk text, assigned
articles, retellings, and what you learned from your research study. Both exams will be completed in class. You may bring a computer
to use for the exam or one will be provided for you (with notice). Exams must be submitted to the appropriate Blackboard assignment
by the end of the time allocated for the exam.
Class Policies
This class will involve collaboration and group work. As such it is expected that students behave professionally by showing respect
for and consideration of others. Cell phones and pagers must be turned off or set for silent alert and should not be visible during
class.
Because of the inquiry nature of the class and the collaborative work that will occur during class, attendance, preparedness, and
participation will be considered when determining grades. Partial absences will count such that consistent tardiness could equal one or
more class absences. Missing more than two classes will affect your final grade with .2 being deducted from your final grade point
average for missing three classes and .5 being deducted for each class over three classes. Similarly, your preparedness such as
completion of reading assignments and other assigned work, is considered part of your grade. Assignments that are late will be
reduced by .3 on the total rubric average for each week they are late. Thus, an assignment that earns a grade of 3.8 that is one
week late will receive a grade of 3.5 and, if two weeks late a grade of 3.2.
All assignments are submitted via blackboard except for the metacognitive chart and the responses to assigned reading and the
novels. Those may be submitted either via Blackboard or in paper form. For electronic submissions, be sure that the file name for the
material begins with your last name (Smithsummary). These assignments must be received not later than 5 pm on the date they
are due to be counted as on time. Regardless of how submitted, responses, journal entries, and retelling transcriptions must be
brought to class for use in class discussion. You may bring them on an electronic device or in paper form. Because the transcriptions
will be read by others in the class, you may find it easier to have those in paper form.
Withdrawal Policy
Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP, WF, or WN.
o WP will be awarded if the student is passing the course (based on work due to date) at the time the
withdrawal is requested
o WF will be awarded if the student is failing the course (based on work due to date) at the time the
withdrawal is requested
o WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the
withdrawal request before it becomes final, and students should continue to attend class until they receive notification via
email that the withdrawal has been approved. Withdrawals can be requested at any point from the fifth to the tenth week
of class.
Students with Disabilities
Wayne State University is committed to providing students with disabilities an equal opportunity to benefit from its programs, services, and
activities. If you have a documented disability that requires accommodations, you will need to register with Student Disability Services for
coordination of your academic accommodations. The Student Disability Services (SDS) office is located at 1600 David Adamany
Undergraduate Library in the Student Academic Success Services department. SDS telephone number is 313-577-1851 or 313-577-3365 (TTY:
telecommunication device for the deaf; phone for hearing impaired students only).
Once you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your special needs.
Student Disability Services’ mission is to assist the university in creating an accessible community where students with disabilities have an
equal opportunity to fully participate in their educational experience at Wayne State University.
Wayne State University is an equal /affirmative action institution and is committed to a policy of non-discrimination and equal
opportunity in all of its educational programs and related activities. This policy embraces all persons regardless of race, color, sex,
national origin, religion, age, sexual orientation, marital status or disability.
Cheating and Plagiarism
The principle of honesty is recognized as fundamental to a scholarly community. Students are expected to honor this principle and
instructors are expected to take appropriate action when instances of academic dishonesty are discovered. An instructor, on
discovering such an instance, may give a failing grade on the assignment or for the course. The instructor has the responsibility of
notifying the student of the alleged violation and action being taken. Both the student and the instructor are entitled to academic due
process in all such cases. Acts of dishonesty may lead to suspension or exclusion. Information on procedures is available in the
Office of the Dean.
Evaluation and Grading
Grading Policy, College of Education
The College of Education faculty members strive to implement assessment measures that reflect a variety of strategies in order to
evaluate a student's performance in a course. For undergraduates and post-degree students, C grades will be awarded for satisfactory
work that satisfies all course requirements; B grades will be awarded for very good work, and A grades will be reserved for outstanding
performance. For graduate students, B grades will be awarded for satisfactory work and A grades will be awarded for outstanding
performance. Please note there will be a distribution of grades from A-F within the College of Education.
For this course the course assignments are rated as follows:
10%
10%
15%
5%
10%
5%
15%
10%
15%
5%
Responses to assigned Reading
Metacognitive Journal Entries
Research summary/critiques
Retelling Guides
Retellings and transcriptions
Retelling Scoring
Individual Research Paper & Data Analysis
Mid-semester Exam
Final Exam
Professional Behavior
Rubric Criteria
All formal assignments will be evaluated using rubrics with a scale of 0-6 with six being the high grade. Other assignments that
accompany the reading will be graded weekly with the same scale. The rubric scale equates to letter grades as follows:
A=6
A-=5
B+=4
B=3
B-=2
C+=1
C and below=0
Response to Assigned Reading
5-6-demonstrates extensive understanding of the text(s) including critical thinking and personal and intertextual connections
4-demonstrates good understanding of the text(s) including some critical thinking, personal connections
and a few intertextual connections
3-demonstrates some understanding of the text(s) including summarizing and making some personal
connections
1-2-demonstrates little or basic understanding of the text(s) including little summarization or few connections
Metacognitive Journal
5-6-many strategies discussed as well as textual, reader, and environmental factors including in depth consideration of
reasons for strategy use as well as impact of their use.
4-many strategies discussed as well as some textual, reader, and environmental factors including some consideration of
reasons for strategy use as well as impact of their use.
3- identifies some strategies used and some text or reader or environmental factors with little discussion of reasons for
strategy use or of the impact of their use.
1-2- few strategies identified and little discussion of the reasons for use or presentation of reasons with little discussion; little
or no consideration of the impact of strategies; and little or no discussion of text, reader, or environmental factors.
All major assignments will be evaluated on a scale of 0 to 6 (with 6 being the highest) except form/format which is S/U.
Retelllings
Accuracy of transcription
Adequacy of probing/response to reader
Retelling Guides & scoring of Guides
Inclusion of most important information on guides
Accuracy of scoring of guides
Research Paper
Description
All components clearly described (question, subjects, material, procedures, analysis,
results)
All components explained in detail
Logic of data analysis and research conclusions
Discussion
Connections with course texts
Applications to own teaching
Paper coherence and form/format
Appropriateness of visuals
Final Grade Equivalents based on rubric scores
A= 5.8-6.0
B+=4.0-4.9
A-=5.0-5.7
B= 3.0-3.9
B-=2.0-2.9
Schedule
Date
Topic
1/6
Reading Strategies &
Factors
1/13
Factors of Reading
Instruction
Reader/Text/Context/Te
acher Role
1/20
1/27
MLK holiday-no class
Engaging Readers
Reading
C+=1.0-1.9
C= 0-0.9
Research Studies Metacog. Jrnl.
Jrnl #1-done in
class
Retells
Novels
First retelling
guide done
At what point
did you get
involved in the
novel? What
prompted your
involvement?
Did your
predictions
come true?
Jenkins
Aukerman
(Take notes on
important
information in
each article)
Read Research
Article #1
(Stahl)
Jrnl #2research article
#1
Dooley
Fisher & Frey
(Identify what
both articles
agree on)
Newkirk Ch 1
Glasswell &
Ford
Santori
(Compare the
ideas in both
articles in some
way)
Draft
summary/critiq
ue #1
Jrnl #3-novel
Summary/Critiq
ue #1 due
Jrnl #5-assigned
articles
Read Research
article #2 (Sipe
& Brightman)
& draft
summary/critiq
ue
Final Research
Article #2
summary/critiq
ue
Jrnl #6-novel
Which
character do
you prefer so
far and why?
Jrnl #7-choice
Identify one
significant
event thus far
and tell why
2/3
School Based Literacy
Practices
Literacy Theory
Research Design
2/10
Instructional Practices
Research Design &
Literacy Theory
Newkirk Ch 2
(Draw a symbol
that represents
this chapter)
2/17
Reading Process: Text
& Context
Hollenbeck &
Saternus
Miller
(Create a map
Jrnl #4-assigned
articles
Second retelling
guide due
representing
important ideas
from both
articles)
Newkirk Ch 3
Mills
(Write a letter
from authors of
article to
Newkirk
expressing
views of what
Newkirk is
saying or do
letter from
Newkirk to
article authors)
2/24
Expanding
Comprehension
Through Discussion
3/3
3/10
3/17
Mid-semester exam
Spring Break
Comprehension
Strategies
3/24
Informal and Formal
Literacy assessments
3/31
Diversity and Reading
Instruction
Data Analysis
4/7
Reading & Writing
development
Newkirk Ch 8
& Epilogue
DaSilva &
Risko (How
does Newkirk’s
ideas relate to
the ideas of
discussion?)
4/14
Learning About
literacy Through
Observation
Coleman,
Bradley &
Donovan
MartinezRoldan &
Newcomer
(What was
learned about
students’
understanding
from these
observations?)
you feel it was
significant.
Metacognitive
Chart due
Retelling #1
transcribed and
scored
Write a
cinquain about
one of the
characters in
your novel
Newkirk Ch 4
& 5 (Create a
cinquain poem
for one of the
chapters)
Retelling
Transcription
#2 and #3 and
scored guides
due
Newkirk Ch 6
Holdren
(What are the
messages about
assessment that
come from the
two readings?)
Newkirk Ch 7
Wood & Jocius
(See
assignment for
novel)
Retelling
Transcription
#4 and scored
guide due
Select an object
from the novel
that you feel
exemplifies the
main point of
the article and
explain why
you selected
that object.
Whose voices
are heard in
your novel?
Whose are not
heard? How is
the reader
positioned?
Wreck a portion
of the novel you
are reading.
What does
doing this tell
you?
Create a
greeting card
from one
character to
another and
bring it to class.
Explain why
you created that
card.
Compare the
two (or more)
novels you have
read. How are
they similar or
different?
Data analysis
complete/share
with partner
Research
Article #3
(Huang)
summary/critiq
ue due
4/21
Various Views of
Comprehension
Group Research
Sharing
4/28
Final Exam
Final Exam
Individual
Research Paper
due (with
transcriptions &
data)

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