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 EducationElective243
Level of Course Unit
First Cycle
Objectives of the Course
Explanation of reading theories and techniques of reading aimed at examining.
Name of Lecturer(s)
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
Theorists describe in general terms the nature of the reading process. For example, reading the discussions on this subject during a typical width of top-down and bottom-up information processing and memory based on the measurement data obtained from the tests of time and is not limited to reading. Therefore the text referred to as learning processes that take into account the cognitive point of view of research style, systematic in the last twenty years, but able to access their necessary attention. A broad scientific debate on these issues, many of psychology and other sciences, employees within the scope of the different variables and properties, especially research on linguistics is possible to observe through. Topics covered in this course, the organization of the text and the text will begin to draft a general learning theories. text comprehension and text mining processes, cognitive models on the agenda will focus on understanding the context of the text.
Weekly Detailed Course Contents
WeekTheoreticalPracticeLaboratory
1Introduction to the conceptual framework.
2History of research on reading comprehension processes, and contributions from other disciplines in this context.
3Contributions to the science of psychology
4 Understanding the psychological nature of the text
5 Presentation of text links.
6Presentations of relational semantics for text parsing.
7 Frames: Schemes and Scenarios
8 Mid-term Exam
9 Mid-term Exam
10The overall evidence for the theory of the schema
11 Schank and Albelson'un Script Theory
12 Scenario, the overall evidence for the theory.
13 Scenario, the overall evidence for the theory.
14 Structure, Process and Text Understanding the Framework of the World Information
15 Structure, Process and Text Understanding the Framework of the World Information
16Test 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
PO
1		PO
2		PO
3		PO
4		PO
5		PO
6		PO
7		PO
8		PO
9		PO
10		PO
11		PO
12		PO
13		PO
14
LO1              
LO2              
LO3              
* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High