1. Principles and Methods of Teaching Postsecondary Reading
Northern Illinois University
Department of Literacy Education
LTRE 719 PBE-1 (for the City Colleges of Chicago)
Summer 2011
Instructor: Sonya L. Armstrong
Office: Gabel Hall 148 (DeKalb)
Physical Mailbox: Gabel Hall 147
Email: sarmstrong@niu.edu
Office Phone: 815.753.8486
Virtual Office Hours: To be determined
Class Meetings: F2F on 6/24, 6/28, 7/22, and 8/5 at Truman College
Course Description:
Emphasis on research, theoretical foundations, and philosophical models relevant to
postsecondary reading instruction methods.
Relationship to Conceptual Framework:
This course ascribes to a conceptual framework for all courses offered by the College of
Education and other programs at NIU that prepare professional educators. During the
semester, you should be aware of what we do in this course that may reflect components
of the following statement:
NIU Conceptual Framework:
The NIU community of learners builds on knowledge, practice, and
reflection to produce exemplary educators. The community
encompasses scholars, education professionals, and pre-service teachers
in an interaction that develops the strengths that embody
excellence in education. These strengths include creative and
critical thinking, scholarship, and caring. Applications of
these strengths emerge through the collaborative efforts of a diverse
community which supports lifelong learning.
Course Texts:
Bain, K. (2004). What the best college teachers do. Cambridge: Harvard University
Press.
Stahl, N.A. & Boylan, H. (2003). Teaching developmental reading: Historical,
theoretical, and practical background readings. Boston: Bedford/St. Martin's.
**Additional articles/chapters posted on Blackboard (Bb)**

2. 2
Course Objectives:
Throughout this course, we will work toward accomplishing the following objectives:
 Define and explain the significance of terms and concepts related to the psychology
and pedagogy of postsecondary reading, including the following: college reading,
developmental reading, remedial reading, content-area reading, reading-learning
strategies, metacognition, whole language, basic skills, transactional theory, and
schema theory.
 Cite the major historical studies, events, and scholars of the college reading and
learning-strategies movement and also relate these significant contributions to recent
program and curricular design, current theory, and modern trends in research.
 Demonstrate an understanding and apply pertinent findings of research on the
following:
o The issues and problems involved in developing the reading and learning
strategies of the diverse population of students enrolled in institutions of
postsecondary education.
o The teaching methods and published materials applicable to developing the
reading and learning strategies of students enrolled in institutions of
postsecondary education.
o The programmatic models, pedagogical principles, and psychological theories
underlying postsecondary reading and learning strategies courses and services
across the nation.
 Recognize and envision postsecondary reading and learning strategies courses that are
formulated upon a foundation of quality pedagogical, psychological, and sociological
research.
 Discuss connections between theory and practice, and reflect on whether and how
particular approaches to teaching postsecondary developmental reading are supported
by theory and research.
 Consider possibilities for becoming more active as professionals in the field of
postsecondary developmental reading.
Subject Matter Content:
1. The definition of and concept behind postsecondary reading instruction for a diverse
population.
2. The history of postsecondary reading instruction.
3. Models and organization of college reading programs: learning-assistance centers, basic
reading/basic writing programs, traditional college reading programs, and pre-first year
developmental studies programs.
4. Reading instruction for college students: research on instruction at the college level,
methods of instruction, pedagogical models, approaches to teaching reading, and
materials for instruction.
5. Research and methodology for metacognitive aspects of learning and related strategies of
study (e.g. note-taking, underlining, outlining, mapping, and textbook-study systems).
6. Technology and its use in college reading and study-strategies courses.
7. Training college reading specialists (IRA standards).
Armstrong
LTRE 719
Summer 2011

3. 3
Attendance and Participation:
Regular attendance, advance preparation, and active engagement are essential for the
success of this class. As this is a doctoral-level seminar, each class participant is expected
to attend every face-to-face (F2F) class session and participate in large and small-group
discussions and activities both online and in class.
Course Grading:
The total number of points available for this course is 500. The following grades are
applicable to this course:
Points Grade
earned
450-500 A
400-449 B
350-399 C
300-349 D
250-299 F
College of Education Graduate-Level Grading Standards:
A. Outstanding achievement. A represents a professional judgment that the performance
was truly superior.
B. Fully satisfactory achievement. B represents a professional judgment that the
performance thoroughly satisfied the criteria established for awarding graduate credit.
It will usually be the modal (most frequent) grade awarded in a graduate level course.
C. Marginal achievement. C represents a professional judgment that the minimally
satisfied the criteria for awarding graduate credit.
D & F. Unsatisfactory achievement. D and F represent professional judgments that the
performance was insufficient to satisfy the criteria for awarding graduate credit.
Course Assignments:
This course involves four formal learning performances/assessments, all of which are
based on weekly readings from the relevant bodies of literature, as well as our
discussions related to those readings:
(1) Discussions (Bb and SST) 40% (200 points total)
(2) Thought Papers (2 @ 50 pts. each) 20% (100 points total)
(3) Model of Reading 20% (100 points total)
(4) Culminating Project 20% (100 points total)
Each of these learning performances/assessments is briefly described below. Full
assignment details, including rubrics, are posted on Blackboard under ASSIGNMENTS.
Armstrong
LTRE 719
Summer 2011

4. 4
(1) Discussions:
(a) Blackboard (Bb) Discussions: Each week, all class participants will be responsible
for providing two levels of response to our electronic class conversation on Blackboard.
First, please provide a substantial original response (OR) to the week’s open forum on the
Discussion Board. These ORs can take many forms, including agree/disagree reactions,
questions for discussion, connections to other texts, connections to current classroom
issues, or analyses of specific quotations/sections from the readings. The goal of these
ORs is to prompt the class to make connections with and reflect on the course readings.
In addition, please also respond thoughtfully to at least two colleagues' ORs (these are
secondary responses or SRs). The SRs should advance the conversation initiated in the
OR (by answering questions, offering a different viewpoint, critiquing or responding to
analyses, etc.). The purpose of both levels of response is to offer opportunity for idea
exchange and critical reflection.
DUE DATES: Each week, please post ORs by 11:59 p.m. on Thursday and SRs
11:59 p.m. on Sunday (see Course Schedule for specific dates).
CRITERIA FOR EVALUATION: On-time, thoughtful, relevant, well-
developed, and well-supported ORs will earn up to 12 points each, and each of the
two required SRs will earn up to 4 points each (up to 20 points per week total).
(b) Self-Selected Text Summary: Each class participant will be responsible for
introducing the class to a self-selected text related to our discussions on postsecondary
literacy. This includes three pieces:
• Prepare and post your formal written summary of the text.
• Post an electronic copy of the text (or a link to the text).
• Purposefully integrate a brief introduction/description of the text, including its
connections to our course readings, into a Discussion Board posting (either
OR or SR).
DUE DATES: Due throughout the semester based on individual preference and
relevance to Discussion Board topics.
CRITERIA FOR EVALUATION: Well-prepared, organized, focused, and
well-connected SST summaries and posts will earn up to 40 points.
(2) Thought Papers: Each participant in the class will write two brief thought papers (three
pages minimum) this semester. These papers should raise a single, narrow, focused question or
issue based on the week's readings and discussions. Thought papers (TPs) should be primarily
text-based, theoretical analyses (unlike Bb discussions, which are intended as more informal
opportunities for discovery and reflection).
DUE DATES: Due throughout the semester based on individual preference, but TP #1 is
due during the first half of the course (no later than Sunday, July 10), and TP #2 is due
during the second half (no later than Sunday, July 31).
CRITERIA FOR EVALUATION: On-time, text-based, appropriately formatted
and documented, reflective theoretical analyses will earn up to 50 points each.
(3) Model of Reading: Over the course of the semester, each class participant will develop a
model of reading appropriate for discussion in a developmental reading or study strategies
course. The chosen model should enable students to gain a better understanding of the reading
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LTRE 719
Summer 2011

5. 5
process (especially what reading is and is not). Class participants will present their student-
models in class, making sure to explicate links between the theories and models and classroom
practice. In addition, participants will write up this model in a paper targeted to professional
audiences.
DUE DATE: Class presentations will be scheduled for F2F #4; papers are due by
Thursday, August 4.
CRITERIA FOR EVALUATION: Clear, well-organized, focused
presentations/papers that offer thoughtful and well-considered models of reading
will earn up to 100 points.
(4) Culminating Project: At the end of the semester, each class participant will write a proposal
to present at a professional conference. Topics should be appropriate to specific organizations
(additionally, the proposal should be written to a specific call for proposals), and should directly
relate to the course's emphasis on evidence-based instructional strategies. Class participants are
encouraged, but not required, to submit the proposal to an organization for consideration.
DUE DATES: The proposal, including official proposal form, abstract,
references, and presentation description, is due no later than 11:59 on Saturday,
August 6.
CRITERIA FOR EVALUATION: A detailed rubric is posted on Blackboard.
Appropriate, professional, interesting, and well-supported proposals are
worth up to 100 points.
Late Submissions:
Assignments are flexibly scheduled based on individual preference, but are purposefully
scheduled to be submitted by specific days/times (ORs and SRs) or prior to particular
weeks. In cases where a submission is submitted beyond these timelines, the following
policy will apply: one calendar day late will result in a one letter-grade reduction; two
days late will result in two letter-grades reduction; after that, submissions will not be
accepted. Extension requests will be considered in advance only.
Academic Integrity:
Academic integrity is expected of all students. The attempt of any student to present as
his or her own work that which he or she has not produced is regarded by the faculty and
administration as a serious offense. Students are considered to have cheated if they copy
the work of another during an examination or turn in a paper or assignment written, in
whole or part, by someone else. Students are guilty of plagiarism, intentional or not, if
they copy from books, magazines, Internet, or other sources without identifying and
acknowledging those sources or if they paraphrase ideas from such sources without
acknowledging them. If academic misconduct is suspected, the faculty member will
follow the “Faculty Guide to Academic Misconduct” issued by the University Judicial
Office.
All students are to demonstrate the professionalism associated with and expected of NIU
teacher educators. Such dispositions may be defined as the values, commitments, and
professional ethics that influence behaviors toward students, families, colleagues, and
communities and affect student learning, motivation, and development as well as the
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LTRE 719
Summer 2011

6. 6
educator’s own professional growth. Dispositions are guided by beliefs and attitudes
related to values such as caring, fairness, honesty, responsibility, and social justice.
Failure to demonstrate such positive dispositions may lead to a Student Performance
Review meeting. Any student, whether graduate or undergraduate, who demonstrates
negative dispositions is a candidate for a Student Performance Review. The outcome of a
Student Performance Review could require various remedial actions or even removal
from the degree program.
Accommodations:
NIU abides by Section 504 of the Rehabilitation Act of 1973 which mandates reasonable
accommodations be provided for qualified students with disabilities. If you have a
disability and may require some type of instructional and/or examination
accommodation, please contact me early in the semester, so that I can provide or facilitate
in providing accommodations you may need. If you have not already done so, you will
need to register with the Center for Access-Ability Resources (CAAR), the designated
office on campus to provide services and administer exams with accommodations for
students with disabilities. The CAAR office is located on the 4th floor of the University
Health Services (815.753.1303). I look forward to talking with you soon to learn how I
may be helpful in enhancing your academic success in this course.
Armstrong
LTRE 719
Summer 2011

7. 7
Course Schedule:
Week Topics/ Questions To Be Read For This Due This Week
Week
F2F on June 24 June 20-June 26Week 2: Online June 17-June 19Week 1:
Introductions and  Stahl & Boylan (S&B)  OR (posted by Sunday,
Metaphors (2003), Introduction 6/19, at 11:59 p.m.)
What's this course all
about?
Theory Matters  Weaver (2002)  OR (posted by Thursday,
 Rosenblatt (1994) 6/23, at 11:59 p.m.)
What is reading? How does  SRs (posted by Sunday,
it work?  Bain (2004) (read at your 6/26, at 11:59 p.m.)
own pace, but prior to
What does it mean to 'teach' F2F #4)
reading?
Week 3:
History Matters  S&B (2003), ch. 1 (Wyatt  OR (posted by Thursday,
and Wood) 6/30, at 11:59 p.m.)
What is the relevant  Stahl & King (2009)  SRs (posted by Sunday,
historical background of 7/3, at 11:59 p.m.)
June 27-
July 3
postsecondary  Bain (2004) (read at your
developmental reading? own pace, but prior to
F2F #4)
F2F on June 28
What are the major
paradigms to be aware of?
Armstrong
LTRE 719
Summer 2011

8. 8
Week Topics/ Questions To Be Read For This Due This Week
Week
Week 5: Online July 4-July 10Week 4:
Context Matters  Boylan (2001)  OR (posted by Thursday,
 S&B (2003), ch. 5 and ch. 7/7, at 11:59 p.m.)
What is postsecondary 6 (choose 1 selection)  SRs (posted by Sunday,
developmental reading?  S&B (2003), ch. 4 7/10, at 11:59 p.m.)
(Mealey)
Who are students enrolled in **Last day to submit TP #1
postsecondary is Sunday, July 10**
developmental courses?  Bain (2004) (read at your
own pace, but prior to
F2F #4)
Conceptualizations Matter  Schraw & Bruning (1996)  OR (posted by Thursday,
 Simpson & Nist (2002) 7/14, at 11:59 p.m.)
What implicit beliefs do  Nist & Holschuh (2012)  SRs (posted by Sunday,
students hold about 7/17, at 11:59 p.m.)
July 11-
July 17
reading?  Bain (2004) (read at your
own pace, but prior to
How do their implicit beliefs F2F #4)
Week 7: F2F on July 22 July 18-July 24Week 6: Online
affect their learning?
Evidence-Based Practice  Simpson, Stahl, &  OR (posted by Thursday,
Matters (Reading-Writing Francis (2012) 7/21, at 11:59 p.m.)
Connection)  S&B (2003), ch. 3  SRs (posted by Sunday,
(Casazza) 7/24, at 11:59 p.m.)
What are best practices for  S&B (2003), ch. 8 (El-
postsecondary Hindi)
developmental reading and
learning-strategies courses?  Bain (2004) (read at your
own pace, but prior to
F2F #4)
Evidence-Based Practice  S&B (2003), ch. 7  OR (posted by Thursday,
Matters (Study Strategies) (Simpson) 7/28, at 11:59 p.m.)
 Nist & Simpson (2000)  SRs (posted by Sunday,
What are best practices for 7/31, at 11:59 p.m.)
July 25-
July 31
postsecondary  Bain (2004) (read at your
developmental reading and own pace, but prior to **Last day to submit TP #2
learning-strategies courses? F2F #4) is Sunday, July 31**
Online
**MoR papers due Thursday,
August 4**
Armstrong
LTRE 719
Summer 2011

9. 9
Week Topics/ Questions To Be Read For This Due This Week
Week
Week 8:
Professional Development  Bain (2004)  OR (posted by Thursday,
Matters 8/4, at 11:59 p.m.)
 SRs (posted by Sunday,
What evidence-based 8/7, at 11:59 p.m.)
August 1-
August 7
teaching methods and
strategies have we **Final proposals due no
developed throughout this later than Saturday, 8/6, at
F2F on August 5
semester? 11:59 p.m.**
How can this valuable
information be shared with
others in the field?
Armstrong
LTRE 719
Summer 2011