Reading Knowledge Base
The knowledge base that we have determined for our graduate
students is based on the knowledge base developed by the International Reading
Association (Braunger & Lewis, 1997). This
knowledge base presents the following core understandings:
1.
2. Background knowledge and prior experience are critical to the
reading process.
3. Social interaction is essential in learning to read.
4.
5.
6. Environments rich in literacy experiences, resources, and
models facilitate reading development.
7. Engagement in the reading task is key
in successfully learning to read.
8. Children's understandings of print are not the same as adults'
understandings.
9. Children develop phonemic awareness and knowledge of phonics
through a variety of literacy opportunities, models, and demonstrations.
10. Children learn successful reading strategies in the context of
real reading.
11. Children learn best when teachers employ a variety of
strategies in the context of real reading.
12. Children need the opportunity to read, read, read.
We used these core understandings as the backdrop for the design
of our program of studies. In addition, the reading faculty carefully reviewed
the categories used by the International Reading Association to organize the
standards. The categories are as follows:
1. Theory
2. Knowledge
3. Individual differences
4. Reading difficulties
5. Creating a literate environment
6. Word identification,vocabulary,
and spelling
7. Comprehension
8. Study strategies
9. Writing
10. Assessment
11. Communicating information about reading
12. Curriculum development
13. Professional development
14. Research
15. Supervision of paraprofessionals
16. Professionalism
In formulating our courses, certain categories from this list were
seen as components that should run through all our courses. These components
are theory, knowledge, individual differences, creating a literate environment,
curriculum, and research. For example, a student enrolled in RDNG 656: Language
Development, Literacy, and the Young Child will study the current theories that
describe the process of literacy development in the young child. They will also
study how individual children proceed through this process. They will use this
knowledge to develop and evaluate, through research, an appropriate curriculum
and literate environment for these children.
The reading faculty also felt that certain categories merited a
specific course of study. Comprehension and study skills are addressed in RDNG
657: Comprehension and the Content Areas. RDNG 685: