RDG 598 – Seminar in Reading Research

 

Spring 2008 R 4:00pm - 6:50pm HB322

 

Dr. Helen R. Abadiano

Department of Reading and Language Arts

2090400 Barnard Hall Tel. # (860) 832-2180 E-mail <abadiano@ccsu.edu>

 

 

 

 

COURSE DESCRIPTION:

Prereq.: 15 credits in graduate reading courses. Advanced studies in literacy research as well as basic reading research studies are reviewed. Emphasis is on the articulation between research findings and literacy curriculum and practices in schools. Significance of research findings is studied through prescribed readings, written and oral reports, and seminar discussions culminating with an open hearing on a major research report presented by the student.

  

REQUIRED TEXTS:

American Psychological Association. (2001). Publication Manual of the American Psychological Association, 5th Edition. Washington,D.C. Author

 

Creswell, John W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, third edition. Pearson Education, Inc.. ISBN 0-13-613550-1.

 

Edmonson, S., & Irby, B. (2008). Ten tips for producing a top qualitative research study. Pearson, Allyn & Bacon. ISBN 0-205-52433-8.

 

Johnson, A.P. (2003). What every teacher should know about action research. Pearson Education, Inc. ISBN 0-205-36127-7.

 

Popham, W.J. (2003). What every teacher should know about educational assessment. Pearson Education, Inc. ISBN 0-205-38063-8.

 

 

COURSE GUIDELINES

1. All students are required to have a CCSU "NT" account. This may be obtained via the CCSU Computer Center or online.
2. Student participation is essential to the learning process.
3. All behavior and assignments in this course will be held to the University and professional code of conduct, including but not limited to issues such as cheating, plagiarism, and professional behavior in group settings.
4. Class assignments are due on the assigned date. Late submission without prior arrangements will reduce credits earned.
5. Writing assignments will follow the American Psychological Association (APA) format. All assignments are to be typed or word-processed unless otherwise specified. The Department of Reading and Language Arts guidelines for grading written work will be applied.
6. Please contact me privately to discuss your specific needs if you believe you need course accommodations based on the impact of a disability, medical condition, or if you have emergency medical information to share.  I will need a copy of the accommodation letter from Student Disability Services in order to arrange your class accommodations.  Contact Student Disability Services, room 241, Copernicus Hall if you are not already registered with them.  Student Disability Services maintains the confidential documentation of your disability and assists you in coordinating reasonable accommodations with your faculty.

 

RECOMMENDED TEXTS for ADDITIONAL SOURCES

Armbruster, B.B., and Osborn, J.H. (2002). Reading instruction and assessment: Understanding the IRA standards. Allyn and Bacon.

Barr, R., Kamil, M.L., Mosenthal, P.B., and Pearson, P.D. (Eds.) (1991). Handbook of reading research, vol. II. Longman.

Carey, L.M. (2001). Measuring and evaluating school learning, third edition. Allyn and Bacon.

Flood, J., Lapp, D., Squire, J.R. and Jensen, J.M. (Eds.). (2003). Handbook of research on teaching the English language arts, second edition. Sponsored by International Reading Association & National Council of Teachers of English.

Glesne, C. (1999). Becoming qualitative researchers: An introduction, second edition. Longman.

Internet (i.e., ERIC, On-line sources-the International Reading Association (IRA), the National Reading Conference (NRC), etc.).

Johnson, B., and Christensen, L. (2000). Educational research: Quantitative and qualitative approaches. Allyn and Bacon.

Journals in Literacy (e.g., Reading Research Quarterly)

Orcher, Lawrence T. (2005). Conducting research: Social and behavioral science methods. Pyrczak Publishing.

Research Handbooks of the Bilingual Education and English as a Second Language

Trumbull, E. and Farr, B. P. (1997). Assessment alternatives for diverse classrooms. MA: Christopher-Gordon Publishers, Inc.

Yearbooks (NRC)

 

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