RDNG/504 - Phonological Theory and Application

Course Description

This course addresses the linguistic, neurological, cognitive, and sociocultural factors that influence readers and writers. Participants study relevant research, theories, and instructional approaches proposed by the science of reading research, including technology and multimedia, to support phonics as a fundamental component of effective reading, writing, and spelling programs. An emphasis is placed on explicit, sequential instruction in phonemic awareness and phonics, with the support of technology and multimedia, to promote early literacy development. National and state standards in literacy and the role of phonics in students' reading and writing achievement are discussed.

This graduate course is 4 weeks.

PLEASE NOTE:
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.

Course Objectives

Overview of Phonics in Education

• Define phonological awareness, phonemic awareness, and phonics.
• Discuss the history and controversy of using phonics instruction in schools.
• Evaluate basic approaches to and most current research on phonics instruction.
• Identify the linguistic, neurological, cognitive, and socio-cultural factors that influence reading and writing.

Phonological and Phonemic Awareness

• Explain the role of phonological awareness and phonemic awareness in the reading process.
• Identify strategies for embedding the components of phonological and phonemic awareness in instruction.
• Adapt components of phonological and phonemic awareness strategies for diverse learners.
• Identify assessments used to assess phonological and phonemic awareness.

Phonics in Reading, Writing, and Spelling Instruction

• Describe the role phonics and high-frequency words play in reading fluency.
• Identify texts and strategies for embedding phonics instruction within authentic reading, writing, and spelling tasks.
• Identify activities and strategies for using word sorts in phonics instruction.
• Create effective phonics assessments related to reading, writing, and spelling.
• Explain the stages of spelling development.
• Adapt phonics strategies in writing and spelling tasks for diverse learners.
• Create effective phonics assessments related to writing and spelling.

Technology and Interventions

• Identify multimedia and technology tools to enhance phonics instruction in reading, writing, and spelling.
• Evaluate phonics interventions used for beginning readers and older readers who are struggling.
• Identify best practices in teaching phonics and differentiating phonics instruction for diverse learners.

Disclaimers

The University of Phoenix reserves the right to modify courses.

Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.

Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with an Enrollment Representative.