İÖB709 - READING&WRITTING CURRICULUM DEVELOP.IN ELE. EDUCAT

Course Name Code Semester Theory
(hours/week)		 Application
(hours/week)		 Credit ECTS
READING&WRITTING CURRICULUM DEVELOP.IN ELE. EDUCAT İÖB709 Fall 2 2 3 8
PrequisitesNone
Course languageTurkish
Course typeElective 
Mode of DeliveryFace-to-Face 
Learning and teaching strategiesOther: Seminar  
Instructor (s)Department lecturers 
Course objectiveExamination of neurological and psychomotor development of children in the process of learning to literacy; reading diffuculties that arise in this process to investigate whether teaching of literacy methods of assessment on the implementation of the process of teaching of literacy developed in Turkey and international level programs, projects and policies will be discussed. 
Learning outcomes
  1. Knows the processes of growth and development
  2. Know the concepts related to the brain and reading
  3. Examines the role of hand preference in the process of literacy, hand dynomometer measurement uses for finger muscles.
  4. Analyzes reading theories
  5. Synthesis methods of teaching literacy.
  6. Evaluates and improves the process of literacy.
  7. Review and assess teaching of literacy programs developed in the Turkey and abroad.
  8. Examines and criticizes the policies of projects and for the process of teaching of literacy
Course ContentExamination of neurological and psychomotor development of children in the process of learning to literacy, reading difficulties that arise in this process the investigation, assessment tools for the application of the methods of teaching of literacy , teaching of literacy process developed in the national and international level programs, projects and policies. 
ReferencesAkyol, H., (2011). Türkçe Ä°lk Okuma Yazma Öğretimi. Pegem Yayınları, Ankara. Algozzine, B., Marr, M., McClanahan, T., Barnes, E., (2008). Strategies and Lessons for Improving Basic Early Literacy Skills. Corwin Press. Cohen, R., (2008). Developing Essential Literacy Skills. International Reading Association. Crowder, R. G. ve Wagner K. R. (1992) The Psychology of Reading. Oxford University Press. USA. Çelenk, S., (2011). Ä°lkokuma Yazma Öğretimi ve Programı. Maya-Akademi Yayınları, Ankara. Healy, J. M. (1997) ÇocuÄŸunuzun GeliÅŸen Aklı . DoÄŸumdan ErgenliÄŸe Öğrenmede Beyin GeliÅŸimi. (Çev. AyÅŸe Bilge Dicleli) Enka Okulları. BDZ Yayınları. Ä°stanbul. Karun, R. (1971) Teaching Elementary Reading Principles and Stratejies. Hartcourt Brace Jovanouch Inc, USA. Miller, W., (2005). Improving Early Literacy. Strategies and Activities for Struggling Students. Jossey-Bass. Rasinski, T. V. ( 2003) The Fluent Reader.Scholastic Professional Bokks. USA.  

Course outline weekly

WeeksTopics
Week 1Growth and development
Week 2Brain, brain hemispheres , brain lobes, reading and the brain
Week 3Eyes and visual disturbances, hearing and hearing loss, speech and speech defects.
Week 4The importance of hand preference at early litearcy and using hand dynomometer for measurement of finger muscles.
Week 5Neurological damage and reading disorders: dyslexia, disgrafya, hyperlexia, ADHD, Autism and Asperger's Syndrome and the process of teaching to read.
Week 6Theories of Reading
Week 7Methods of literacy and processes of to be a literate
Week 8Assessing word recognation and fluency through oral reading
Week 9Literacy projects and policies developed in the Turkey .
Week 10Literacy projects and policies developed in the abroad.
Week 11Article review
Week 12Research Research project presentations
Week 13Research Research project presentations
Week 14Research Research project presentations
Week 15Final Exam
Week 16Final Exam

Assesment methods

Course activitiesNumberPercentage
Attendance1414
Laboratory00
Application00
Field activities00
Specific practical training00
Assignments326
Presentation310
Project140
Seminar00
Midterms00
Final exam110
Total100
Percentage of semester activities contributing grade succes2190
Percentage of final exam contributing grade succes110
Total100

WORKLOAD AND ECTS CALCULATION

Activities Number Duration (hour) Total Work Load
Course Duration (x14) 14 3 42
Laboratory 0 0 0
Application000
Specific practical training000
Field activities000
Study Hours Out of Class (Preliminary work, reinforcement, ect)14456
Presentation / Seminar Preparation31030
Project12020
Homework assignment32060
Midterms (Study duration)000
Final Exam (Study duration) 14040
Total Workload3697248

Matrix Of The Course Learning Outcomes Versus Program Outcomes

D.9. Key Learning OutcomesContrubition level*
12345
1. Student has basic knowledge and skill of subject and pedagogical areas.    X 
2. Student recognizes problems related to primary level science and mathematics areas and develops suggestions and solutions for those problems.    X 
3. Students has knowledge related to scientific research methods and techniques. X    
4. Student can perform quantitative and qualitative research related to primary education (mathematics, science and technology, social sciences, Turkish, literacy etc.).   X  
5. Student will be aware of problems related to science and mathematics teachers and primary school teachers; plans a scientific research, and use data analysis techniques for developing solutions   X 
6. Student develops the best education strategies, methods, and techniques, teaching materials, and the most effective measurement and evaluation techniques by considering primary level students? individual differences, primary education program and its content, and program development principles.    X
7. Student follows national and international studies related to science and mathematics teachers and primary school teachers and perform comparative studies.   X 
8. Student has effective communication skills. X    
9. Student has scientific and professional ethic values and awareness. X    
10. Student gains lifelong learning behavior and comprehension.X    

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest