Deborah Elaine Mccutchen
Reviews current empirical research on cognitive processes in reading, including word and sub-word processes, syntax and comprehension, reading and perception, word recognition, concept development, and meaning in reading, psychology of reading interests, and skills. Credit/no-credit only. Prerequisite: EDPSY 501 or equivalent. Offered: alternate years.
Students can expect to learn current views on the development of reading skills in children, the nature of skilled adult reading, and possible sources of reading disability.
Student learning goals
General method of instruction
Traditional seminar format: students are expected to come to class having read the assigned readings and to be prepared to discuss them critically.
Students should have a foundational knowledge of cognitive psychology (e.g., the nature of human the nature of human memory, attention, etc.)
Class assignments and grading
Generally students read 2-4 published articles or chapters per class meeting. Two written papers are assigned: a short (3-5 pages) midterm paper and a longer (15-20 pages) final paper.
Credit is determined primarily by the two written papers, although class discussion is also considered.