BAYBURT University Information Package / Course Catalogue

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Description of Individual Course Units
Course Unit CodeCourse Unit TitleType of Course UnitYear of StudySemesterNumber of ECTS Credits
FS0305.2Reading EducationElective363
Level of Course Unit
First Cycle
Objectives of the Course
To make students comprehend the importance of reading skills in terms of teaching Turkish, to enable students to master reading methods and techniques and to gain the ability to use them effectively in teaching activities. To be able to provide reading guidance to students by mastering the children's works for the target audience together with the distinguished works of Turkish and world literature.
Name of Lecturer(s)
Dr. Öğr. Üyesi Bahadır Gülden
Learning Outcomes
1The students will be able to; comprehend and define mental and physical process of reading.
2The students will be able to; define the necessities for wide spreading reading habits in society and analyze techniques about reading skills.
3The students will be able to; evaluate different ways of improving reading education in Turkish instruction and argue these evaluations.
Mode of Delivery
Normal Education
Prerequisites and co-requisities
None
Recommended Optional Programme Components
None
Course Contents
To have knowledge about the place and importance of reading skill in Turkish teaching. Purposes and functions of reading achievements in Turkish Curriculum. Theoretical and practical applications about reading methods. Qualities of reading texts. The effect of reading skill on vocabulary development. Reading texts in Turkish textbooks and their qualities
Weekly Detailed Course Contents
WeekTheoreticalPracticeLaboratory
1Introduction to the conceptual framework. Read Reading text Reading process Reader Reading habit reading interest reading attitude reading anxiety contingency visual reading Acceptability reading with comprehension Vocabulary text type intertextuality Textuality criteria Reading speed reading comprehension
2Basic concepts Literacy legibility Theme/theme common reading literary reading intensive reading
3The Place and Importance of Reading Skill in the Turkish Curriculum Target Gains
4Issues regarding the acquisition of reading target achievements
5Reading Methods and TechniquesQUIET READING READING ALOUD SCREEN READING SUMMERIZING READING READING TAKING NOTES
6READING METHOD BY MARKING READING BY GUESSING READING BY ASKING QUESTIONS WORD CHOIR READING THEATER MEMORIZING ASSOCIATING WITH TEXTS READING BY DISCUSSION CRITICAL READING
7 Mid-term Exam
8An application to ensure that volunteer students acquire reading skill target achievements based on methods and techniques.
9An application to ensure that volunteer students acquire reading skill target achievements based on methods and techniques
10An application to ensure that volunteer students acquire reading skill target achievements based on methods and techniques
11An application to ensure that volunteer students acquire reading skill target achievements based on methods and techniques
12An application to ensure that volunteer students acquire reading skill target achievements based on methods and techniques
13An application to ensure that volunteer students acquire reading skill target achievements based on methods and techniques
14Test of the final
Recommended or Required Reading
Pinker, S., Jackendoff, R. (2009). The Components of Language: What’s Specific to Language, and What’s Specific to Humans? In M. Christiansen, C. Collins, S. Edelman (Eds.), Language Universals, 126-151. NY: OUP. Pinker S. and Jackendoff, R. (2005). The faculty of language: What’s Special About it? Cognition, 95, 201-236. Just, M.A. and Carpenter, P. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122–149. Otero, J., León, J.A. and Graesser, A.C. (2002). The Psychology of Science Text Comprehension. LEA. Pinker S. and Jackendoff, R. (2005). The faculty of language: What’s Special About it? Cognition, 95, 201-236. Just, M.A. and Carpenter, P.A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329-354. Anderson, R.C. (2004). Role of the reader’s schema in comprehension, learning and memory. In Robert B. Ruddell et al. (Editors), Theoretical models and processes of reading (fifth edition). International Reading Association, Newark, DE. Altmann, G.T.M. (1997). The ascent of Babel: An exploration of language, mind, and understanding. Oxford University Press. Ashcraft, M.H. (2002). Cognition (3rd Ed.). NJ: Prentice Hall. Fletcher, C.R. (1981). Short-term memory processes in text comprehension. Journal of Verbal Learning and Verbal Behavior, 20, 564-574. Gough, P.B. (1972). One second of reading. In J.F. Kavanagh and I.G. Mattingly (Eds.). Language by Ear and Eye (pp.332-358). Cambridge: Cambridge UP. Rumelhart, D. E. (2004). Toward an interactive model of reading. In Robert B. Ruddell et al. (Eds.). Theoretical Models And Processes of Reading, (Fifth Edition): International Reading Association, Newark, DE. Huey, E.B. (1908). The psychology and pedagogy of reading. NY: Macmillan. Just, M.A. and Carpenter, P.A. (1987). The psychology of reading and language comprehension. Newton, MA: Allyn Bacon. Just, M.A. and Carpenter, P.A. (1984). Using eye fixations to study reading comprehension. In D. Kieras and M. Just (Eds.). New Methods in Reading Comprehension Research (151-182). Hillsdale, NJ: Erlbaum. Just, M.A. and Carpenter, P. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122–149. Just, M.A. and Carpenter, P.A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329-354. Kobayashı, M. (2002). Method effects on reading comprehension test performance: Text organization and response format. Language Testing, 19 (2) 193-220. Kintsch, W. (1992). A cognitive architecture for comprehension. In H.L, Pick, Jr., P. van den Broek and D.C. Knill (Eds.). Cognition: Conceptual and Methological Issues. Washington, DC: APA. Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge, England: Cambridge University Press. La Berge, D. and Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. Mcclelland, J.L, Rumelhart, D.E. (1988). Explorations in Parallel Distributed Processing: A Handbook of Models, Programs, and Exercises. Cambridge, MA: MIT Press. Mcclelland, J.L. (1989). Parallel Distributed Processing: Implications for Cognition and Development. In R.G.M. Morris (Ed.). Parallel Distributed Processing: Implications for Psychology and Neurobiology. Oxford: Oxford University Press.
Planned Learning Activities and Teaching Methods
Assessment Methods and Criteria
Term (or Year) Learning ActivitiesQuantityWeight
Midterm Examination1100
SUM100
End Of Term (or Year) Learning ActivitiesQuantityWeight
Final Examination1100
SUM100
Term (or Year) Learning Activities40
End Of Term (or Year) Learning Activities60
SUM100
Language of Instruction
Turkish
Work Placement(s)
None
Workload Calculation
ActivitiesNumberTime (hours)Total Work Load (hours)
Midterm Examination111
Final Examination122
Self Study177
Individual Study for Homework Problems122
Individual Study for Mid term Examination4520
Individual Study for Final Examination31030
Reading248
Homework4520
TOTAL WORKLOAD (hours)90
Contribution of Learning Outcomes to Programme Outcomes
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21
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LO2                     
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* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High