ERL 577 Fluency, Vocabulary, and Comprehension

The purpose of this course is to understand the many complex cognitive processes and factors that contribute to skilled comprehension of text. Candidates examine the Language Comprehension portion of Scarborough’s Reading Rope (2001) which encompasses background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge and analyze the reciprocal nature of the strands within The Rope, how they contribute to skilled reading, and how differences in cognitive, linguistic, sociocultural, and behavioral learning may influence the development of proficient reading. Candidates also examine the decoding portion of Scarborough’s Reading Rope (2001) and how these strands lead to fluent, grade level reading as well as develop instructional activities that support the development of reading fluency (rate, expression, and prosody).

Credits

3

Outcomes

1. This course will prepare students to:
2. 1. Demonstrate understanding of the language comprehension portion of Scarborough’s. [KPS 4F.4] Reading Rope (2001) and the many complex and interrelated factors that contribute to skilled reading.
3. 2. Analyze the reciprocal nature of background knowledge, vocabulary, and the visual/cognitive process of inference. [KPS 4F.4]
4. 3. Develop instructional activities that support the development of background knowledge, vocabulary, and inference. [KPS 4E.1, 4E.3, 4E.4]
5. 4. Demonstrate understanding of how the word recognition strands of Scarborough’s Reading Rope (2001) contribute to fluent reading. [KPS 4D.1]
6. 5. Develop instructional activities that address the three components of fluency (accuracy, rate, prosody). [KPS 4D.2, 4D.3]