5000

Explores historical and current theories of reading comprehension, as well as theories of the process approach to composition. Emphasizes models from: cognitive psychology, transactional theory, and psycholinguistics. Synthesizes research that provides a foundation for those models and facilitates their application to the instructional delivery of reading and writing at the postsecondary level. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

This course explores the significance of making the reading and writing connection across the postsecondary curriculum through metacognitive model where the student learns through his/her own reading and writing experiences. These experiences become the foundation for an instructional model appropriate for adult learners. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

Investigates through observation and application instructional delivery systems designed to teach the adult how to enhance learning by becoming a more active reader. Integrates writing strategies that enhance the reading process. Applies the theories underlying the process intervention approach to postsecondary writing instruction and develops strategies and techniques for group settings. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

Compares/contrasts various formal and informal, quantitative and qualitative assessment instruments used throughout the process of reading comprehension instruction. Studies both the formative and summative nature of such instruments ranging from placement tests to pre-assessment inventories to post-instructional interviews and surveys. Also examines current practices in the evaluation of postsecondary student writing throughout the writing process in terms of assessment, andragogy, and composition theory with an emphasis upon utilization with the nontraditional student population. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours