LRC 551 Reading, Writing and Texts:
A Psycholinguistic Perspective
LRC 551 Fall 2004
Monday 1:30 - 4 PM Room 502

J. David Betts, Ph.D
529 Education Bldg.
Office hours: Monday 4-5PM
621-4035
bettsj@u.arizona. edu
www.u.arizona.edu/~bettsj
Focus: the course includes reading, writing and texts as three points of focus in examining the role of written language in use. The perspective includes sociolinguistic as well as psycholinguistic views of literacy and literacy learning. (See LRC Position statement on Multiculturalism and Bi-literacy.)
Content:
The nature of reading and writing as psycholinguistic processes including:
• The structures, forms and purposes of written language.
• Alphabetic and nonalphabetic writing systems.
• What makes a text a text
• Readers and writers as users of language. What that means.
• Linguistics, psycholinguistics, sociolinguistics and literacy
• Written Language in education and curriculum
• Oral and Written Language development and their relationships.
• Defining oneself as a literate person
 • New Literacies
Required texts:
Goodman, K. (1994) Phonics Phacts. Toronto; Scholastic Canada
Goodman, K. (1994) Ken Goodman On Reading. Toronto; Scholastic Canada
Additional readings will be assigned

Assignments and expectations:
1. Use the LRC 551 Web Log (blog) for your class assignments, your responses to class discussions and your readings. Include:
a) Weekly assignments: Each week's assignment is to get you ready for the following week's topic. These relate to your reading of On Reading and Phonics Phacts. Please do the assignments in advance of class.
b) List your own objectives for the course date the first week (8/23). Use these to assess your own progress report at midterm (10/18) and at semester's end (12/12).
c) Read and react to a minimum of 3 or more relevant articles or book chapters each week.
d) Define (conceptualize) yourself as literate. Discuss: Who am I as a reader? Who am I as a writer? and Why? (How am I a user of reading and writing) What kinds of texts do I transact with?

2. Participate in an interest group formed around common interests or objective. Groups will provide the class with a selected annotated bibliography of readings related to their focus (DUE: 10/25, 11/1)

3. Term Project: An application of ideas from the course to a professional interest. The format may vary considerably depending on your objectives for the course. Hand in a proposal of one or two pages for what you plan to do by September 27th. This may emerge from your study group and be written collaboratively, or you may follow an individual interst. Make an appointment to dicuss your proposal with me during the month of October.
Examples: (illustrations only, not exclusive of other possibilities)
a) Outline a series of staff development sessions for your school.
b) Critique the teaching of reading and writing at your school.
c) Critical review of a significant related schlolar on reading, writing and/or texts.
d) Analyze the orthography, syntax, or semantics of a written language.
e) A theoretical construct related to reading, writing and text.

Final written project outlines are due Nov 22nd.
Final projects are due on Dec 12rd. Sign up in early Nov.

4. Evaluation:
All work completed satisfactorily = B grade.
Evidence of scholarly and unique work beyond the confines of the assignments = A grade.
In the final self reflection, justify the grade you believe you have earned.

 Class schedule