COURSE SYLLABUS

TEACHING READING AND WRITING

1	Course Title:	TEACHING READING AND WRITING
2	Course Code:	ÖZE3001
3	Type of Course:	Compulsory
4	Level of Course:	First Cycle
5	Year of Study:	3
6	Semester:	5
7	ECTS Credits Allocated:	5
8	Theoretical (hour/week):	3
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Dr. Ögr. Üyesi ÖZGE ÖZDEMİR
16	Course Lecturers:	-
17	Contactinformation of the Course Coordinator:	Uludağ Üniversitesi Eğitim Fakültesi B Blok Görükle, Bursa 16059 Phone: +90 224 2942197 E-mail : nvozyurek@gmail.com
18	Website:
19	Objective of the Course:	The objective of this course is to teach and assess literacy teaching, reading fluency, reading comprehension , written expression on students with mental retardation
20	Contribution of the Course to Professional Development

Learning Outcomes:

1	Be able to prepare check list and criterion reference test for determining performans on students with mental retardation at literacy teaching stage.;
2	Be able to prepare instructional procedures according to performans of students with mental retardation at literacy teaching stage. ;
3	Be able to determine mechanic writing errors, analyze of writing errors, develop intervention plan for students with mental retardation. ;
4	Be able to prepare intervention plan by determining reading and writing erors by using Gradual Dictation Techniuqe.;
5	Be able to assess reading fluency performance and determine the most effective intervention techniuqe.;
6	Be able to implement intervention techniuqes for reading fluency.;
7	Be able to analyze text and name proposition and prepare criterion reference test for assessment stroy comprehension. ;
8	Be able to plan story comprehension by using Direct instruction. ;
9	Be able to plan how to teach reading comprehension according to Directive reading comprehension method, mental imagination method, text map method ;
10	Be able to tell necessary particularity of text in Turkish textbooks;

22	Course Content:

Week	Theoretical	Practical
1	What are reading , decoding, writing expression, mechanic writing, Prerequist skills for literacy teaching
2	Literacy teaching stage (sentence recognation)
3	(word recognation)
4	(syllable recognation)
5	(phonic recognation)
6	Presentation of assigment and feed back of assigment
7	General assessment
8	Literacy teaching stage (induction approach)
9	Gradual Dictation Techniuqe
10	Intervention of mechanical writing errors
11	Assessment of reading fluency and intervention techniuqes of reading fluency Readiness to reading comprehension
12	Teaching method of reading comprehension, text analysis, necessary particularity of text in Turkish textbooks
13	Teaching story comprehension by using Direct Instruction
14	Teaching written expression by using Cognitive Strategy Instruction.

23	Textbooks, References and/or Other Materials:	Güzel, R. (1999). “Doğrudan Öğretim Yönteminin Öykü Anlama Becerisinin Öğretiminde Uygulanması,” Eğitim ve Bilim, 23, 111, 31-41. Kutlu, Ö (1999) Türkçe Sorularının İncelenmesi, Eğitim ve Bilim, 23, 1 Özmen-Güzel, R. (2005) Öğrenme Güçlüğü Olan Öğrencilerin Okuma Hızlarının Metinlerde Karşılaştırlması, Eğitim ve Bilim Dergisi, 30, 25-30. Özmen, R. ve Doğanay-Bilgi, A. (2005). Zihinsel Engelli Öğrencilerde Aşamalı Dikte Tekniğinin Hece Sonundaki Ünsüzü Doğru Okumada Etkililiği, Milli Eğitim Dergisi, 33, 44-56. Özmen- Güzel, R. (1999). “Öykü Yapısı Ve Öykü Yapısının Okuduğunu Anlama Öğretiminde Kullanılması,” Bilig Türk Dünyası Sosyal Bilimler Dergisi, 11,105-119. Ozmen-Guzel, R. ve Cevik, G. “The Effectiveness Of Antecedent And Consequence Interventions Using Combined And Seperated Formats On Oral Reading Fluency” 14th European Conference on Reading, Zagreb, 2005. Özmen-Güzel, R. (1999). Zihinsel Engelli Öğrencilerin Okudukları Öyküleri Anlamalarında Doğrudan Öğretim Yönteminin Etkililiği, 9. Ulusal Özel Eğitim Kongresi, Eskişehir. Özmen-Güzel, R. (2000).Okuduğunu Anlama Seti, YA-PA Yayınları: İstanbul. Özmen-Güzel, R. (2001).Okuma Becerisi (Ed. L. Küçükahmet), Ders Kitabı İnceleme Kılavuzu, Ankara:Nobel Yayınevi. Özmen Güzel Rüya (2005) The Effectiveness of Modified Cognitive Strategy Instruction in Writing on Mildly Mentally Retarded Turkish Students to Produce Problem/Solution Text,” Exceptional Children,(basımda).
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	40
Quiz	0	0
Homeworks, Performances	0	0
Final Exam	1	60
Total	2	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course
Information

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	3	42
Practicals/Labs	0	0	0
Self Study and Preparation	14	6	84
Homeworks, Performances	0	2	28
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	1	1
Others	0	0	0
Final Exams	1	1	1
Total WorkLoad			156
Total workload/ 30 hr			5,2
ECTS Credit of the Course			5

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ5	PQ6	PQ7	PQ9	PQ10	PQ11	PQ12	PQ13	PQ14	PQ15
LO1	0	3	0	0	0	0	4	0	0	0	0	0	4	0
LO2	0	0	3	0	0	0	0	0	3	0	0	0	0	0
LO3	0	0	0	2	0	0	0	0	0	0	0	4	0	0
LO4	0	0	0	3	0	0	0	0	0	4	0	0	0	0
LO5	0	0	0	0	0	3	0	0	0	0	0	0	0	4
LO6	2	0	0	0	4	0	0	0	0	0	0	0	0	0
LO7	0	0	4	0	0	0	0	3	0	0	0	0	0	0
LO8	3	0	0	0	0	0	0	0	0	0	3	0	0	0
LO9	0	0	2	0	0	0	4	0	0	0	0	0	0	0
LO10	0	0	0	0	0	0	0	0	0	4	0	3	0	0

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High