Instructional Practices for Reading Teachers – EDUC 302

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 08/20/2021

Course Description

This course surveys instructional approaches, materials, and media for the teaching of reading. The instruction of phonemic awareness, phonics, vocabulary, comprehension and fluency is addressed. Attention is given to creativity and enjoyment in reading. *Please note, this course is not part of a program leading to eligibility of a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact for recommended course options.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.


The skills of reading and writing display God’s image in humanity. Because reading is central to learning and communication, it is imperative that teachers develop their ability to teach students to read well.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Construct a Christian worldview regarding the significance of communication, reading, and writing.
  2. Describe the differences in teaching and learning styles.
  3. Evaluate reading strategies to enhance student comprehension.
  4. Teach vocabulary and word analysis skills.
  5. Compare different views related to phonics, whole language instruction, and other approaches (top-down, bottom-up, integrative, and literacy approaches).
  6. Differentiate instruction by implementing various literacy strategies to meet individual learner’s needs.

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview. 

Discussions (2)

Discussions are collaborative learning experiences, and the purpose of Discussions is to generate interaction among the candidates in regards to relevant, current course topics. For each prompt, the candidate is required to create one thread of at least 250 words. Each thread must include at least two citations. The candidate will then submit replies of at least 100 words each to the threads of at least twi classmates. This assignment must be in current APA format. (MLO: A, B, C, D, E, F) 

Vocabulary Lesson Assignment

The candidate will choose a book on a self-determined grade level and pick out 5–9 vocabulary words from that book. They will create a total of four short PowerPoint presentations. In order to teach the meaning of each word, the first PowerPoint presentation will have one of the selected words on one slide, and a picture illustrating the word on the following slide and will follow this pattern for each of the remaining vocabulary words. The candidate will then develop three more PowerPoint presentations with the same vocabulary words using specific development strategies. (MLO: B, D, F) 

Article Review Assignment

The candidate will prepare a review of a provided article. They will start with at least a 250-word summary and then develop at least a 250-word reflection focusing on how the article can be applied in their own classroom as a Christian educator. The candidate will also choose two brochures from the article they would hypothetically print and give to parents. The candidate will describe in at least 250 words why they chose those two brochures and why the brochures are beneficial. The review must include a title page and references page with current APA formatting. (MLO: A, B, C, F) 

Directed Reading-Thinking Activity Assignment

This assignment teaches a strategy that enables the candidate to provide students with instructional support before, during, and after reading. It will help the candidate to take an active role in preparing children to read the text by pre-teaching important vocabulary, eliciting prior knowledge, explaining how to use a specific reading skill, and providing a purpose for reading. After completing an activity with children, the candidate will be required to complete a checklist and write at least a 250-word summary of the session and at least a 250-word reflection. (MLO: B, C, F)

Approaches to Teaching Phonics Assignment

This assignment allows teachers to dive deep into the understanding of different approaches to teaching phonics.  Teachers will be given a common scenario to determine the best phonics approach to use to help their student. (MLO: B, C, D, E, F)  

Case Study Assignment

The candidate will respond to questions posed in regards to a case study prompt in at least a 250-word document in current APA format. (MLO: B, C, D, E, F) 

Informal Reading Inventory Assignment

The candidate will listen to a recording of a student reading a passage and answering comprehension questions. The candidate will complete a provided template and mark all oral errors and comprehension responses. This assignment involves the candidate establishing the reading level of the recorded student. (MLO: B, E) 

Final Paper Assignment

The Final Paper will require the candidate to respond to two essay questions based on the information learned in the textbook. Each response must include the question and be at least 350 words. The candidate must use the textbook and notes for assistance. (MLO: A, B, C, E) 

Quizzes (8)

Each quiz will cover the material for the assigned module. Each quiz will be open-book/open-notes, contain 20 to 30 multiple-choice and true/false questions. There is no time limit. (MLO: A, B, C, D, E, F)