#   H811H: Language and Literacy Development Series, Reading to Learn, Socialization, Language & Deep Comprehension 

 





 Semester:   Spring 

 

 

 

In today's world, students need to be equipped with the skills that allow them to update their knowledge independently in order to continue to be efficient learners, workers, and critical members of rapidly changing societies. Supporting students to become skilled comprehenders of texts--whether oral, written, or digital texts-- constitutes a central instructional goal in the larger enterprise of preparing lifelong independent learners. Beyond word reading ability, socio-cognitive skills, language enculturation, motivation, and background knowledge influence readers' comprehension of text. During the course, the interplay of these skills and factors throughout development--from the early years to adolescence--will be examined, focusing specifically on the interaction between four key elements: the reader, the text, the activity, and the sociocultural context. This course is designed to help students (1) become familiar with the major issues and key research literature in the field of reading comprehension; (2) critique and integrate findings from that research literature; (3) conceptualize effective practices to support reading to learn at school; and (4) critique and design reading-to-learn educational and/or research initiatives.



 

 



 

 See also:- [ Elective Course ](/course-type/elective-course)
- [ Harvard Graduate School of Education (HGSE) ](/school/harvard-graduate-school-education-hgse)