Teaching of Reading and Writing Skills (V-U)

• Introduction to the Course (V-U)
• Receptive and Productive Skills (V-U)
• Four Strands of Language Teaching (V-U)
• What Reading Is? (V-U)
• Introduction to Learning to Read in another Language II (V-U)
• Principles for Teaching Reading: Meaning Focused Input (V-U)
• Principles for Teaching Reading: Meaning Focused Output (V-U)
• Principles for Teaching Reading: Language Focused Learning (V-U)
• Principles for Teaching Reading: Fluency Development (V-U)
• Introduction to Recognize and Spell Words: Introduction (V-U)
• Prerequisites for Formal Reading Instruction (V-U)
• Phonemic Awareness (V-U)
• Spoken Language and Reading (V-U)
• Phonics and the Alphabetic Principle (V-U)
• The Role of Phonics in a Reading Program (V-U)
• Spelling: Productive Phonics (V-U)
• System Learning and Item Learning (V-U)
• First Language Effects on Second Language Reading (V-U)
• Learning to Spell and Its Significance for Teaching Reading (V-U)
• Learning to Spell and Its Significance for Teaching Reading ii (V-U)
• Designing a Focused Spelling Program in Reading (V-U)
• Introduction to Intensive EFL/ESL Reading (V-U)
• Focuses in Intensive Reading (V-U)
• Features of Good Intensive Reading Exercise (V-U)
• Are Comprehension Questions Good For Reading Exercise? (i) (V-U)