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Description of Individual Course UnitsCourse Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | FS0305.2 | Reading Education | Elective | 3 | 6 | 3 |
| 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 | 1 | The students will be able to; comprehend and define mental and physical process of reading. | 2 | The students will be able to; define the necessities for wide spreading reading habits in society and analyze techniques about reading skills. | 3 | The 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 | |
1 | Introduction to the conceptual framework. | | | 2 | History of research on reading comprehension processes, and contributions from other disciplines in this context. | | | 3 | Contributions to the science of psychology | | | 4 | Understanding the psychological nature of the text | | | 5 | Presentation of text links. | | | 6 | Presentations of relational semantics for text parsing. | | | 7 | Frames: Schemes and Scenarios | | | 8 | Mid-term Exam | | | 9 | Mid-term Exam | | | 10 | The 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 | | | 16 | Test 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 | |
Midterm Examination | 1 | 100 | SUM | 100 | |
Final Examination | 1 | 100 | SUM | 100 | Term (or Year) Learning Activities | 40 | End Of Term (or Year) Learning Activities | 60 | SUM | 100 |
| Language of Instruction | Turkish | Work Placement(s) | None |
| Workload Calculation | |
Midterm Examination | 1 | 1 | 1 | Final Examination | 1 | 2 | 2 | Self Study | 1 | 7 | 7 | Individual Study for Homework Problems | 1 | 2 | 2 | Individual Study for Mid term Examination | 4 | 5 | 20 | Individual Study for Final Examination | 3 | 10 | 30 | Reading | 2 | 4 | 8 | Homework | 4 | 5 | 20 | |
Contribution of Learning Outcomes to Programme Outcomes | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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