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Reading 238: Methods of Teaching Reading in the Secondary Content Areas, Part I - Jean Van Meter

Jean Van Meter Photo

Professor Jean Van Meter
RD238 - Methods of Teaching Reading in the Secondary Content Areas, Part I
Department of Reading, ESL, Foreign Languages, and Philosophy
Rockville Campus
Phone: 240-567-7749, Department Phone: 240-567-7407
Office Hours: by appointment 

Quality Matters LogoWelcome to RD238 - Methods of Teaching Reading in the Secondary Content Areas, Part I,

This course is designed for high school teachers or those aspiring to become high school teachers who are required to take a reading course for (re)certification. It does meet the Maryland State Department of Education's requirements for certification. This course is also listed in the Maryland Online list of quality online courses. In order to get on this list, the course was reviewed by a team of reviewers from around the state. It now carries the Quality Matters logo to indicate it has successfully passed the rigorous standards. You may see this list at Use the search box to find "Courses Recognized" and scroll down to my course. The purpose of RD 238 is for you to learn and be creative in using NEW strategies to get your students to read and to understand the texts and other written materials you use in the classroom.
Degrees: BS Elementary Education, Frostburg State University, 1968; MA as a Reading Specialist, Hood College, 1987. Six hours of reading courses: McDaniel College, 1970-71

Experience: I started teaching all subjects to sixth graders at a middle school. After that, I moved to various elementary schools where I taught in several grades, and I taught a special program to students with learning disabilities. I even taught as an assistant to a math teacher at the college level, and I taught reading and English skills to inmates in a prison. In 1988, I came to Montgomery College and began teaching reading skills to both American and international students. I worked on the committee that developed the RD 238 course in partnership with MCPS personnel, and I have been teaching that course since 1996 both in person at the local high schools, on campus, and now online since 2002.

Philosophy: It is my contention, after all my experience, that all students can succeed in classes if they want to succeed. The goal of a teacher is to find that little, hidden interest that all students possess and capitalize on it to teach whatever content he or she chooses.
This course, designed for current and prospective secondary educators, covers the essentials of the reading processes necessary for secondary students to become proficient readers. Students will investigate five areas: types of reading, assessment, reading skills, reading instruction, and motivation for reading. This course meets the Maryland State Department of Education's reading requirement for secondary educators.
Successful completion of one year of college-level English, or consent of department.
Martha Rapp Ruddell, Teaching Content Reading and Writing,Fifth edition, Allyn and Bacon ISBN: 978-0-470-08404-5

Reade Dornan, Lois Matz Rosen, and Marilyn Wilson, Multiple Voices, Multiple Texts - Reading in the Secondary Content Areas, Boynton/Cook Publishers - Heinemann ISBN: 978-0-86709-417-6
For each lesson, students are to read the "lecture" and the accompanying links and post the required responses. Deadlines for all assignments are clearly stated. For every day that the assignment is overdue, five (5) percentage points will be deducted; after one (1) week, seven (7) days, a zero for that assignment will be awarded unless the instructor has given an extension. Students need to log into the course at least twice a week. If a student does not log on for two weeks, the instructor may drop that student. Students may work ahead of schedule.
You will need to have access to and knowledge of PowerPoint. How to navigate Blackboard will be explained in the first class. Some basic knowledge of computers and software programs like Microsoft Word is also necessary.
There are two three-hour-long on-campus meetings: the first class and class five.
Please be advised that all postings may be used by the teacher and the other students. If you do not want to share your idea, please do not post it.

In order to successfully complete this course, you will need to have access to at least two students (one struggling student and one high achiever). Several strategies for presenting your content information will be presented, and over the length of the course, you will need to choose six strategies to apply to students in your content field.

For additional information, please contact your instructor.

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