I
SiMON FRASER UNIVERSITY
MEMORANDUM ?
.7 ?
/
To ?
Senate ?
...
.
From ?
Dean of
G,raduate..S.tud,jes. Of f,ic.e...............
Subject
Faculty
of
Education New
(raduit:e
?
Date. ?
June
9. 1978
Course Proposals
MOTION:
?
?
That Senate approve the following new graduate courses
?
in the Faculty of Education:
Education 826-5 The Reading Process
Education 827-5 Diagnosis and Remediation of Reading.
Difficulties
Jon Wheatley
Dean of Graduate Studies
MM/
^49
SiMON FRASER UNIVERSITY
MEMORANDUM
10 ....... .
Jon Wheatley.,Chairman
?
.
.
From ?
J.
W. G. eorge Ivany...................
Commi
ttee
Exe
cutive
?
Dean.
of
Education..................................................
Graduate Studies Committee
Subject
..................................................................................
?
Date..
?
197
.
870
.
5
7.
2
.
3 ?
.
• The Faculty of .
Education at its meeting on May 23, 1978
approved the attached new course proposals:
Education 826-5 The Reading Process
Education 827-5 Diagnosis and Remediation of Reading
Difficulties
Please include them on the agenda for the next meeting of the
Executive Committee of the Senate Graduate Studies Committee.
h(,L
JL4.
JWGI:nb .
?
. .
cc Michael Manley-Cdslmlr
Stan Kanehara
4ç4.w
rrn
LLM
?
TT
MAY 2
ICE
A Y 2,5
1978
-
• - .-
oF.
-c
1^1
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
?
Forif. GS.8
?
—
(ALENDAR INFORMATION:
1)epartmnt: ?
Faculty of Education ?
Course Number:
?
Educ. 826
Titie: ?
The Reading Process
Description: An introduction to the physiological, psychological and psycholinguistic
aspects of reading.
Credit Hours:
?
5
Vector:
?
Prerequisite(s) if any:____
EDtJC220-3
or equivalent.
ENROLLMENT AND
_SCHEDULING:
EstiniatI Enrollment:
?
20 ?
When w ii 1 the
coUt5(? tirnt
be offered: ?
Pall '78
low oft':ri will the course be of ier.d:
?
annually
3.
JUSTIFIC,;TION:
This course is designed to provide gradudte students with
reguisite theoretical
and
?
ledge about
EM
bases of reading. This knowledge is foundational to providing effective leadership
in developing and implementing readin g
programs in the school system.
4.
RESOURCE
Which Friculty member will normally teach the course:
?
J.Jaap_Tuinman
What are the budgetary implications of mounting the course: Re-assignment _of
facultytime(1/2FTE for one semest)_. -
?
_possible
by_
analread y
_
appointed new
faculty
_
rren1r.
Are there sufficient Library resources (append details):
?
Yes
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved: Departmental Graduate Studies Committee:
/L((#_.,L!__.-..
_
Datef/.'.4L2..O,/'-?
Faculty Cradua
U
u1is Com1ttee:.
._i_--
DateJ7..tL?. _
/c37
Ficulty:
?
J&(
?
Dte— D'
' ?
-
'nute (r,luat ?
tudje: Committee: ?
Date
2.
Date ?
________
-
?
'1
U
a) Outline of the Course.
?
Education 826
In this course major theoretical positions in learning and teaching
of reading will be examined. Emphasis will be placed on close analysis
of empirical support for dominant conceptualizations of the reading
process and for currently prevailing instructional practices. Contributions
from a variety of academic fields will be studied including: psychology,
linguistics, psycholinguistics and sociolinguistics. Throughout the
course the focus will be on a critical exatninatioii of popular beliefs
in regard to how children learn to read.
Lectures, readings and discussions will he organized around the
following topics.
1) Reading as a physiological process
2)
Theoretical models of decoding
3)
Theoretical models of reading comprehension
4)
Analysis of hierarchies of reading skills
5) Sociolinguistic aspects of the reading process.
The evaluation of the students will be based upon
a) examinations over major reading assignments
b) paper representing an analysis of a major issue in regard to
positions on the learning and teaching of reading skills.
Readings
In addition to relevant literature in major professional journals
(Reading Research Quarterly, Journal of Reading Behavior, Journal of
Educational Psychology
, ConLiveycho1) the students will read from
the following book list:
o
Huey,
Book listEdmund
B. Pdpgogy and Psychology
of
Reading..
New
York;
EducatjQn
?
McMiUan,
826
1968.
0
Hall, N. and Ramig, C. Linguistic Basis
for
Read±nInstructOrs,
Charles
Merrill, 1978,
Levin, H. and Williams, J. Basic Research in Reading
.
.
Toronto: Alleyn & Bacon,
1968.
Davis, F. B. A Literature Search Of Reading: ?
Emphasis
on
Models.
Rutgers University, 1971.
Gibson,E. and Levin,H. Psychology of Reading, NIT Press, 1975.
Robeck,M. C. and Wilson, J. A. Psychology of Reading, John Wiley, 1974.
Singer, H. and Ruddell, R. Theoretical Models and Processes of Reading,
Newark, IRA, 1976.
Chall, J. Learning to Read: The Great Debate. New York, McGraw Hill, 1967
Zintz, M. The Reading Process: The Reader and Learner. Dubuque, Iowa,
William Brown, 1970.
S
b) Statement of Competence of Instructor.
?
Education 826
Dr. Tuinman has taught Ph.D. levelcourses at 'Indiana University
for 6 years. He has written extensively in the field of reading (see vita)
and is editor of a leading reading research Journal .
Among
prolt'sslon:i I
publications, he has contributed to the Reading Research Qunrterj,
Psychometrika, Journal of Educational Measurement and Buros Mental
4
'S
IMNFRAS!:R UNiVFR: in
Neadua t e Course Proposal Form
?
Form C:•.
i'ORMATION:
Uepartnk'i.' ?
Faculty of Education
?
'Course
Number:
_Educ
827 -. ?
-
Title: ?
Diagnosis and Remedi
p
tion of Readin
g
Difficulties
Descriptic'n:An anal
y
sis of current research and theoretical positions regarding
- '
_--causes and remediation of readin
g
problems
Credi! }iijrs:
?
5
?
Vector: ?
Prerequi:ite(s) if any:
?
Educ 826
or permission of instructor.
2.
ENR0LI,ML1Cr AND SCHEDULING:
Estimated Enrollment: ?
20 '
?
When will the course first be offered:Spring 1979
How often
will
the course be offered:
?
Once a year
3.
JUSTIFICATION:
This course is a prerequisite for clinical remedial fieldwork. Currentl
y
many
Ostudents
proceed
with remedial instruction with
in' j
infie.ient
knowi
t aige, of
diagnosis and of remediation techniques.
. RESOURCES:
Which Fac1ty member will normally teach the course: J. Tuinman and B. Wong
WhQt are the budgetary' implications of mounting the course:
Re-assignment
of
facult
y
time (1/2 FTE for one semester). Made
poq.-,jhIP
ly
an
alm ad y
appo i n
te
d
n0
.
?
-
faculty nenber.
Are there sufficient Library resources (append details): Yes
Appended:' a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved: Departmental Graduate Studies
Commit
tee:
14.
Date
_
2e,
i1
Faculty Graduate Stu es Cominitfee:
/"l._
It0
_.
_a-__Date
/ji.iJl,
Ii
Faculty:
?
' ?
Date
23—
oç
Senate Graduate Studies Committee:
?
Date
a) Outline
of
the CQUZSe
?
Education 827
This course is a prerequisite for clinical, remedial
fteldwrk,
The
central objective of the course is the development by the student of an
adequate conceptual background for practical work with children who have
reading problems. Emphasis will be placed on a critical analysis of
pertinent theoretical and empirical literature in the field of Reading
and Learning Disabilities. The course objective will be met through
lectures, literature analysis and discussion.. Focal topics include the
following:
1)
The incidence of reading problems
2)
Etiologies and definitions
3)
Diagnosis and remediation of decoding problems
4)
Diagnosis and remediation of inadequate reading comprehension
5)
Research on the motivation of students with reading problems.
Evaluation
1)
Examination over assigned readings
2)
Paper: analysis of theoretical justification and empirical support
for selected diagnostic or remedial strategy
or
3)
A research proposal
Re;Iiijs
.1
t,ii
tiiti
1
It ciii itre I roin ni. i
jo 1 p
to
?
on,i 1
?
(mrn.0
I s
•
lou i
n1 ol Rtl
I
ii
?
Relin v I
or
Journal of Le:urnlng Di';abil i ties
Reading Research Quarterly
British Journal of Educational Psychology
Journal of Educational Psychology
[I
0
Book list ?
Education 827
Wallach, Michael A. and Wallach, Lisa Teaching all chjldrén to read,
University
of
Chicago Press, 1976.
Levin, Joel R. Learner Differences: Diagnosis and Prescription.
New York,Holt. 1977.
Smith, E. Brooks, Goodman, Kenneth S. Language and Thinking in School.
Holt, Rinehart and Winston, Toronto, 2nd Edition, 1976.
Spache, George D. and Spache, Evelyn B. Reading in the Elementary School.
4th Edition, Allyn and Bacon, Toronto, 1977.
Reber, A. S., and Scarborough, D.L. (Eds.) Toward a Psychology.-.of.-Reading.
New Jersey: Lawrence Erlbauni Assoc., 1977.
Laberge, D.L., and Samuels, S.J. (Eds.) Basic Processes in Reading:
Preception and Comprehension. New Jersey: L. Eribaum Assoc., 1978.
Anderson, R.C., Spiro, R. J., and Montagne, W. E.(Eds.) Schooling and the
?
Acquisition of Knowledge. New Jersey: L. Erlbaum Assoc., 1978.
Carpenter, P.A., and Just, M.A. (Eds.) Cognitive Processes In Comprehension.
New Jersey: L. Eribaum Assoc., 1978.
h) Statement of Competence of Instructor.
? Education 827
Dr. Tuinman has taught Ph. D. level courses at Indiana University
for 6 years. He has written extensively in the field of reading (see vita)
and is editor of a leading reading research journal. Among professional
publications, he has contributed to the Reading ResearchQuErterly,
PsychometHka, Journal of Educational Measurement and Buros Mental
Measurement Yearbook.
Dr. Wong. Reading difficulties often stem from more general learning
disabilities; hence. it is appropriate for a specialist in learning
disabilities to co-teach this course. Dr. B. Wong holds an Ed. D. in
Special Education (UBC 1975) with research interests in memory processes
of learning-disabled children and comprehension problems of learning-disabled
adolescents.
.
0
SiMON FRASER UNIVERSITY
?
MIMORANDUM
Prof.
•......
n
.ey-.C.a...i.uj.j
.r
...........From
Fac..ty .of .
on
Subject .........
...EW C.. O.U..R.SE PROPOSALS
?
.Date....
Here is a copy of Gail Tesch's evaluation of the
Libraryresburce problem in support of 826 and 827. ?
It. is.
my understanding. that: the Graduate Studies Committee has
not required a statement on Library resources in new course
proposals as it has done for new programme proposals; how-
ever, we appreciate that you have coordinated this matter with
us and we are pleased to provide this response.
As I am now the Library delegate to. the Graduate
Studies Committee I will be prepared to speak
,
to this when it
arises on the Agenda.
?
Please call me ,
if you have any questions..
1-W7
LET : dcr
Attachment
S
.SIM()N FRAE1L U1VERS1TY.
: ?
MEMORANDUM
To ?
Larry
Thoma- ?
From ?
Cdi]
TLSCh
Collections Libraria
?
Education Librariar.
Subject New Course Proposals
?
Date ?
'6 April 78
Two new courses have been proposed
In
the tu1ty of Education: ?
Education 826: The Reading Process - 'ai1 1978
Education $27: Diagnosis of Reading Difficulties - Spring 1979
The following statemen,t concerning library resources to adequately support
the course will deal with the two proposals as one unit.
Monographs
10 date
,
, there has been no systematic acquisition of materials dealing with
reading and reading difficulties. From time to time, facult
y
members have
requested special items, which have been acquired. An assessment of the
collection reveals, however, that the library does have a generous number
of titles, crossing several disciplines; i.e.. psychology, linguistics,
education and language and languages, the study and teaching thereof. There
is a relatively good core of material, available to support these courses, at
least, in the early stages. Reference works includes, Buros, Oscar, Mental
Measurements
Yearbook (LB 1.131
Z923
v.1, v.2),
Buros, Oscar, Reading Tests
and Reviews (LB 1051 Z923), Chicorel Index to Reading
Disabilities;
an
annotated guide
.
(LB 1050.5 Z925), Chicorel Index to Reading and Learni
Disabilities, an
annotated guide (LB 105.5 C4), Recent Research in Reading
(LB 1050'Z968)
.
and Reading: an ERIC Bibliography.(LB 1050 Z933).
A checkof titles in nooks in Print, 1978, showed that the library had 501
of the works jtémized (71 out of 140). The library is. also on the mailing
list of Lawrence Eribaum, publishers of books dealing with learning dis-
abilities. Several of
tln'ue I i0..; OL'C
included on the reading fists, and
all. dre.; .
I)rt.O
-fit
I y
?
ui (r(lr ?
I il all
?
liii
?
1 ihrary
?
65% of the
tit 1.': on
the
reui red r1hid111' I ist
th p
ei,ht prL;slnn;iI juurtial
?
in' liuded on
Ihe
reading lists, the library
Larry Thomas
?
S ?
26
April. 78
has subscriptions to each. -Beginning dnte; vary, bit iiot to the detriment
of usage, as most of the literature required
is
of a current nature.
Articles of an historic uatUrc would he made ava 1.1 able through ILL.
A check of Ulrich's Internatio
na
l Periodical Directory
.
turned up a dozen
relevant journals, ti which Ihu library s
t ibsL'rlh:. ?
Periodical:; In psyiIIor.
and language and linguistics would It useful ;i well. Overall 1 set i al
collection appears more than adeqiiaLe to support the a courses. Any new-
specialized journals Could he considered individually.
COSTS
Monographs
The cost per monograph in this area is high - approximately $10-20 per title,
due to the specialized nature of the subject. The library has on hand,
•
?
orders totalling $500 - this sum includes both retrospective and current
titles. The number of books published yearly in this area is relatively
small, however, an initial cost of $1000 seems appropriate in order to acquire
the necessary reference and gen'ral books which will be required over the next
few years.
Serials
It is difficult to determine the costs that will accrue in this area of
acquisitions, as journal rate; var
y
from $5 - $20 per subscription, and
journal costs increase yearly.- A programme of careful selections and pur-
chase of new titles is necessar
y
if we are to acquire those new titles which
ar r.
vital to the programme. At the rate of 5 new titles a year a sum of $200
would appear to he sufficient to malutain growth at a modest rate. The
ac(feisitiofl of backfilcs does not seem
to he
a major problem.
The
proposed dates
?
i,IeintnLinc.
?
;l-.;e
111W ioiltSCS
IS not
U
problom,
the
library is in a fairly heal th
y
pus I
10; to
;detlL11Y
support these courses
ir the initial stages
:vk
