The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

There are nine major goals for this module. Upon completion of this module, you should be able to do the following:

1. Explain how to teach comprehension to struggling readers in a way that spotlights the reader.



2. Discuss the contributions of social interaction to reading comprehension.



3. Explain the metacognitive components of metacognitive knowledge and self-regulation.



4. Discuss multi-component strategies that help promote coordination of strategic components for students' use.



5. Summarize the metacognitive and cognitive processes required for proficient reading.



6. Give examples of multi-component strategies that have been successful with struggling readers.



7. Explain the important factors that create the context for program selection and use.



8. Discuss suggestions from research about grouping practices and peer-assisted learning and how these relate to the organization of classroom instruction.



9. Assess class- and school-wide programs in terms of research validation.

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

1. Focus on the Reader
   1. Preview
      1. The reader
      2. Acknowledgement of reading as a personal process
      3. A telephoto view with the reader as the center of teaching reading comprehension
      4. Handouts and readings
      
      
   2. Focus on the Reader
      1. Looking at Menni
      2. A real danger for kids like Menni
      3. Reading - highly personal process
      
      
   3. Purpose and Goals
      1. To make a case for teaching comprehension to struggling readers in a way that spotlights the reader at the core of the process
      2. To enable you to acknowledge and utilize unique contributions of individuals to the reading process
      3. To give you an understanding of the contributions social interactions can bring to reading comprehension and constructing personal meaning
      4. To give you an understanding of metacognitive knowledge and self-regulation
      5. To give you an understanding of the relationship of motivation and generalization to self-regulation
      
      
   4. Lesson Questions
      1. How can teachers honor the person of the reader in teaching comprehension?
      2. How can dialogue with the teacher and other students enhance a student's construction of meaning?
      3. What variables in self-regulation should be addressed in instruction to promote individual control of the reading process?
      
      
   5. Using Reader Response in Teaching
      1. Meaning of text varies from reader to reader
      2. "Teachers should recognize that a reader has a right to an interpretation and that reading comprehension is an interactive process involving more that a regurgitation of an author's explicit ideas (Tierney & Pearson, 1994).
      3. Active participation in constructing meaning
      
      
   6. Social Interactions for Constructing Meaning
      1. Discussion of perspectives; greater understanding
      2. Cooperative learning
      
      
   7. Individual Metacognitive Processes
      1. Metacognitive knowledge
      2. Self-regulation
      
      
   8. Review
      1. Importance of focusing on the individual
      2. Implications of reader response theories
      3. Importance of social interaction
      4. Metacognition and comprehension monitoring
      5. Motivation and self-regulation
      6. Menni
      
      
   
   
2. Multi-component Strategies
   1. Preview
      1. Lesson: Helping students combine strategies and apply them wisely by teaching them to use multi-component strategies
      2. Handouts
      
      
   2. Multi-component Strategies
      1. Puzzles
      2. A reader has to know many strategies, all of which must be used in various combinations
      3. It is essential to teach students to form the whole picture of proficient reading
      
      
   3. Purpose and Goals
      1. To discuss multi-component strategies to help promote coordination of strategic components for students' use
      2. To summarize the cognitive and metacognitive processes required for proficient reading
      3. To provide three examples of multi-component strategies that have been successful with struggling readers
      
      
   4. Lesson Questions
      1. What constitutes constructively responsive reading?
      2. How can elements crucial to reading comprehension be blended to form strategic reading packages for students?
      
      
   5. Cognitive and Metacognitive Processes in Comprehension
      1. Constructively responsive reading
      2. Characteristics of constructively responsive reading
      
      
   6. Coordinating Process for Comprehension
      1. Reciprocal teaching
      2. POSSE
      3. Transactional Strategy Instruction (TSI)
      
      
   7. Review and Preview
      1. Review
      2. Preview
      
      
   
   
3. Class- and School-wide Programs for Reading Comprehension
   1. Preview
      1. Class- and school-wide programs
      2. Handouts
      
      
   2. Introduction
      1. Deb Granger - 6^th grade teacher
      2. Pat Kelly - principal
      
      
   3. Purpose and Goals
      1. To offer insights into implementing research-based practices for reading comprehension with class- and school-wide programs
      2. To discuss program implications of effective teaching practices
      3. To identify important factors that create the context for program selection and use
      4. To address the organization of classroom instruction with suggestions from research about grouping practices and peer-assisted learning
      5. To talk about what to demand from programs you are considering in terms of research validation
      
      
   4. Lesson Questions
      1. What principles should guide the selection and use of class- and school-wide programs for reading comprehension?
      2. How can teachers organize instruction in the classroom to promote reading comprehension?
      3. What evidence should you look for in program effectiveness before embracing a program?
      
      
   5. Programming Based on Effective Practices
      1. It is important to actually teach reading comprehension to students with reading disabilities
      2. Reading programs need to be comprehensive and balanced
      3. Look for programs that help you put all the reading comprehension pieces together
      4. No program should be viewed as drudgery for students, especially students who struggle
      5. Remember the characteristics of effective instruction with learning disabilities
      
      
   6. The Context for Program Selection and Use
      1. Employing standards and benchmarks
      2. Addressing student diversity
      3. Sharing responsibility for student success
      4. Providing an array of options and services
      5. Starting with the end in mind
      6. Integrating literacy instruction
      
      
   7. Organizing Effective Instruction
      1. Grouping practices
      2. Peer-Assisted Learning Strategies (PALS)
      
      
   8. Research Validation
      1. Level I: Basic research on learning and behavior
      2. Level II: Experimental research on educational outcomes
      3. Level III: Program evaluation research on large scale implementation
      4. Review reading programs
      
      
   9. Review
      1. Guidance in selecting and using class- and school-wide programs
      2. A teacher may not look for a single program in reading comprehension, but rather a program or programs where reading comprehension is a strong element
      3. Program implications of effective teaching
      4. How what you learned about reading comprehension can help you locate and use programs appropriately
      5. Factors that create the context for program selection and use
      6. The organization of classroom instruction
      7. Research validation