Course

Course Summary

Credit Type:

Course

ACE ID:

OOSL-0110

Organization's ID:

ECE105

Organization:

StraighterLine

Location:

Online

Length:

14 weeks (75 hours)

Dates Offered:

Credit Recommendation & Competencies

Level	Credits (SH)	Subject
Lower-Division Baccalaureate	3	Introduction to Language and Literacy

Description

Objective:

Upon the successful completion of this course, students will be introduced to the pedagogy of language and literacy at the early childhood level to future educators. The basic constructs of reading instruction will be explored such as language development, emergent literacy concepts, phonemic awareness, alphabetic principle, invented spelling, decoding/encoding and vocabulary and comprehension strategies. The historical antecedents of reading instruction along with current processes and practices are essential to an understanding of how students learn to read. This course introduces the theoretical foundations of reading and explores how reading, literacy, and cognitive processes are developed. It is intended to equip future teachers with that fundamental knowledge. Course learning objects are designed to build competencies needed to successfully move theory, process and practice to application in the planning and creation of successful learning opportunities for early elementary readers and writers. Those experiences are also designed to heighten individual awareness of and appreciation for contemporary literacy issues and one’s personal philosophy concerning the teaching of literacy. The intent is to integrate literacy, psychology, and the arts for the purpose of preparing preservice educators to effectively teach children using developmentally appropriate practices (DAP). The text helps to build a flexible foundation of curriculum design that can easily be adapted for select groups of children.

Learning Outcomes:

Specify the experiences children need from birth to age nine to prepare them to learn, read, and succeed in school.
Identify early interactions with adults and peers, the Pre K – 4 teaching methods and curricula, and comprehensive interventions that support learning and development, specifically in domains that prepare children from diverse backgrounds for kindergarten and the early grades.
Know the range of development, normative and non-normative, inter-and intra-variability for all children, including special learning and developmental needs from Pre K through nine years of age in the following areas of language: receptive vocabulary, expressive vocabulary, auditory comprehension, and pragmatic language.
Effectively apply the principles and theories of child development, including: a) Developmentally-appropriate practices, b) Constructivism, and c) Socio-cultural theory.
Become familiar with a four-processor model of reading (context, meaning, phonological, and orthographic) and understand that reading depends on language proficiency.
Explain the relationship between phoneme awareness, phonological processing, and phonics.
Define, identify, and segment important linguistic units including vowels, consonants, syllables, and onset-rime.
Emphasize the role of vocabulary knowledge in reading comprehension and identify the ways in which word meanings are learned, in oral and written language.
Make overt connections between and across the curriculum, students’ lives, literature, and literacy.
Recognize phonological influences on children’s inventive spelling.
Acquire adequate knowledge of literacy content, and related research-based pedagogy, based on sound educational psychology principles.
Build and reinforce relationships between early spoken language and early pre-literacy abilities and consider influences of parent-child interactions in early shared storybook interactions.