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Developmental Reading 2

This course deals with theories and techniques for teaching beginning reading. Students will review early literacy development theories and study instructional practices for beginning reading. They will adapt, develop, and evaluate materials for teaching reading and design a reading recovery program. The course involves microteaching using various strategies. It is 3 credit hours and covers topics like theoretical models of literacy, emergent literacy, teaching beginning reading, and instructional materials over 54 hours through lectures, discussions and activities.

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4K views

Developmental Reading 2

This course deals with theories and techniques for teaching beginning reading. Students will review early literacy development theories and study instructional practices for beginning reading. They will adapt, develop, and evaluate materials for teaching reading and design a reading recovery program. The course involves microteaching using various strategies. It is 3 credit hours and covers topics like theoretical models of literacy, emergent literacy, teaching beginning reading, and instructional materials over 54 hours through lectures, discussions and activities.

Uploaded by

ged rocamora
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Holy Cross of Davao College

Sta Ana Avenue, Davao City


Bachelor of Science in Secondary Education
Bachelor of Science in Elementary Education
COURSE OUTLINE
I.

Course No. : Educ 32

II.

Course Title : Developmental Reading 2

III.

Course Description:

Credit:

3units

Pre-requisite: none

This course deals with the review of theories and study of techniques and approaches
in teaching beginning reading. It shall also deal with the production of instructional materials
in teaching beginning reading, microteaching using varied strategies, and designing a
reading recovery program.
IV. Course Objectives:
Cognitive (Knowledge)
1. Explain theories and concepts for emergent and early literacy.
Affective (Attitude)
1. Experience through exposure an early literacy environment.
2. Value the importance of microteaching to develop skills.
Psychomotor (Skills)
1. Critique, adapt, develop and evaluate instructional materials for early readers using
different approaches and techniques in teaching beginning reading.
2. Develop a reading recovery program for non-readers.
V. Course Outline
Content

No. of Hours

1.
2.
3.
4.
5.

Theoretical Models of Early Literacy Development


Early literacy and emergent
Teaching Beginning Reading
Instructional practices for Beginning reading
Adaption, Development and Evaluation of
Instructional Materials for Beginning Reading
6. Micro Macro Teaching
7. Reading Recovery Program

1
3
2
4
12
6
26
Total

54 hours

VI.

References
A.

Books

Ref 1 Buendicho, F. (2010). Developmental Reading 2. Rex Book Store, Inc. Quezon City,
Philippines.
Ref 2 Scanlon, D., et. al. (2010). Early Intervention for Reading Difficulties. The Guilford
Press, London.
Ref 3 Center, Y. (2005). Beginning Reading. A Balanced Approach to Literacy Instruction
during the First Three Years at School. Allen & Unwin, Australia.
Ref 4 Israel, S. (2008). Early Reading First and Beyond. A Guide to Building Early Literacy
Skills. Corwin Press. USA.
Ref 5 Rhyner, P. (2009). Emergent Literacy and Language Development. Promoting
Learning in Early Childhood. The Guilford Press. USA.
Ref 6 Bernardo, A. (2013). Developmental Reading 1. Quezon City. Philippines. Rex Book
Store, Inc.
Ref 7 Rees, D.& Bruce Shortland Jones. (2002). Reading Development Continuum.
Education Development of Western Australia, Rigby Heineman,
U.S.A.

B. Web Resources
Ref 8 National Reading Panel. Accessible from:
http://www.nichd.nih.gov/research/supported/Pages/nrp.aspx/

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