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Elementary Literacy and Reading Strategies (EDDL 284)
After March 29, 2010, Drake University and Pearson will no longer partner to offer online and video courses. Drake University is proud of its long standing association with Pearson and recognizes their quality and dedication to higher education and K-12 educators. Please know that if you are currently enrolled in a Pearson course through Drake University, you will continue to be fully supported and your course graded as promised. If you are interested in additional courses, Drake still offers a wide range of video and online courses in a variety of content areas. If you have any questions or concerns, please contact Pearson Customer Service at 1-800-463-4951, or Drake Distance Learning at 1-800-76-TEACH.3 Semester Hours of Graduate Credit
COURSE OVERVIEW
Literacy has been defined as the ability to read and write. This definition is rather simplistic, however, when you consider the world of the 21st century. As Martha Combs states, "To be literate today requires that we understand and use diverse sources and forms of information in meaningful ways." (Combs, 2006, p. 4) To be literate today includes being computer literate as well as having knowledge of various technologies. Certainly skills in the use of technology tools can contribute to an individual's success after graduation, but the foundation of digital literacy remains traditional literacy, the ability to read and write. A high level of literacy is requisite for success in school as well as for successful, meaningful lives in an increasingly technological and global society. AS the National Association for the Education of Young Children states, "One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing." (NAEYC, 1998, p. 1) This course focuses on the premise that learning to read and reading to learn are not separate processes. As Aleermann, Swafford and Montero state, separating the act of reading from one of its functions -- reading to learn something -- makes no sense. (2004, p. 6) During the next 10 weeks, you will explore ways of interweaving the teacing of reading within the teaching of content. You will also investigate, discuss, and apply instructional strategies that integrate content with decoding strategies.
INSTRUCTOR
This course is offered through Pearson.
COST
S625.00
