EDU/SPE 430

Diagnosis and Remediation in Reading

Spring 2008

Time:  M-W 9:00 - 11:00
Location:  ADM 256
Office: ADM 264
Phone: 399-2606 (O)  391-6061 (H)
Email:  dacklie@csm.edu
Office Hours: as posted or by appointment

Class Schedule

DESCRIPTION OF THE COURSE:

This course is designed to provide teachers with assessment procedures and effective instructional and diagnostic literacy techniques. Instruction is provided in a self-directed portfolio mode featuring acquisition of theory, teaching strategies, and assessment procedures.  Students participate in formal and informal testing including achievement, criterion references, observational and portfolio strategies. Implementation of the teacher’s knowledge of this curriculum is achieved within a directed reading practicum in a partnership school.  Forty hours of clinical experiences focus on effective assessment and teaching procedures based on awareness of individual learners. 

STUDENT OUTCOMES:

         Upon successful completion of written assignments, periodic exams, opportunities for discussion and demonstration, the student will be able to:

·       Have an understanding of the nature of assessment and instruction in literacy. (006.17D1b)

·       Understand the factors that possibly affect an individuals reading development.(006.17D1a)

·       Administer and interpret informal reading measures. (006.17D1b)

·       Have an understanding of norm-referenced and criterion referenced tests in reading. (006.17D1b)

·       Design and implement appropriate materials that meet student’s diagnosed strengths and weaknesses in reading and writing.(006.17D1b)

·       Identify strategies for helping students better their reading comprehension, word recognition, vocabulary, fluency and study skill abilities. (006.17D1b)

·       Write a case report that describes the student’s strengths and weaknesses recommended plan of instruction and outcomes of instruction.(006.17D2)

REQUIRED TEXTS:

Johns, J. (2005). Basic Reading Inventory (9^th ed.).  Kendall/Hunt Publish.

Johns, J. & Lenski, S. (2005). Improving Reading:   Strategies and Resources (4^th ed.). Kendall/Hunt Publish.

ADDITIONAL RESOURCES: ( available in Library and Dr. Acklie’s office)

Campbell Hill, B. & Ruptic, C. (1994). Practical Aspects of Authentic Assessment:  Putting Pieces Together. Christopher-Gordon Publish. 

Tompkins, G. (2006) Literacy in the 21st Century : A Balanced Approach. Pearson.

Additional articles as assigned

Links:

National Institute for Literacy. Website www.nifl.gov

COURSE REQUIREMENTS/ASSIGNMENTS:

1.     Readings, activities and lectures on the reading process and reading problems will be assigned. Topics will include emergent literacy, beginning reading concepts, building reading fluency, comprehension strategies, phonics, reading for pleasure, mature reading and principles of diagnosis and corrective instruction.

2.    Tests 150 Points

a.    Vocabulary test (Must be passed with a min. of 80%)-100pts

b.    Quiz-50pts

3.    Presentation- 150 pts

a.    A team presentation based on topics listed (Dyslexia, Dysgraphia, Reading Recovery, Reading First Grant, Guided Reading, Dibels).  This presentation will take place during Midterm week.  The presentation will include:

§       Power point presentation

§       Handout (1 per individual within class) Handout will be orientated to use with parents or other professionals.

4.     Practicum Experience at Liberty School

·       40 hours –50pts

·       Reflective (10) weekly journal emailed to instructor. -100pts.

·       Focus Observations- 100 points

o      Student role/behavior during formal assessment

o      Teacher role/ behavior during formal assessment

§       Develop a Case study including: (total 300 pts)

·       Description of subject (age, grade, gender, reason for selection as subject, interests) (5pts)

·       Whole class reading Interest survey (Include graphs and comparison on subject to whole class) (5 pts)

·       Samples of writing (minimum of 2 with 6 trait writing analysis) (15 pts)

·       Samples of Spelling (minimum of 2 with assessment technique in text) (15 pts)

·       IRI (Complete with written findings).  (50 points)

·       Lesson plans (5)-based on findings. These will be the basis for tutoring sessions) Select/develop appropriate instructional materials to supplement lesson plans. (Some of these may end up in your reading file.)  (100 pts)

·       Post assessment (This will not be a complete IRI. This will include a complete summary of findings and results) (50 pts)

·       Summary of your individual learning and child’s learning. (10 pts)

·       Final Power Point Presentation of your work  ( 50 points)

5.    Reading file activities -100 pts

1.     Five new blank game boards (25 pts)

2.    Handouts for all midterm presentations (25 pts)

3.  Additional activity in each of the following areas:  fluency, comprehension, phonics or word recognition.  These materials will be added to your reading file. There will be 5 new materials/activities in areas of vocabulary development, comprehension, phonics/word recognition, reading/writing connection, reading fluency or study skills. (50 pts)

EVALUATION PROCEDURES AND GRADES:

1.  Participation in class discussion and projects.  As expected, attendance is an important part of participation.  It will also be essential that reading assignments be completed in order to fully understand class lectures and discussions.  Absences and punctuality will be considered in assessing acquisition of knowledge, skills and values. Missing class can jeopardize your grade.  Each absence may lower your grade by 2%.  If you are absent three times from class, the instructor has the option to drop you from class or your grade will automatically be lowered by one letter grade.  Attendance at Practicum site is a must. You cannot just complete hours. Hours need to be completed as assigned by the instructor.  Exceptions may be made at the discretion of the instructor.

2.    Written Assignments:  These assignments help to demonstrate your understanding of concepts presented in class. All late work will be docked 10%.  No work will be accepted if turned in later than 1 week of due date.

Tests/Quiz                         150 pts

Class participation               50 pts

Team Presentation              150 pts

Practicum (40 hours )           50 pts

Reflective Journal               100 pts

Focused Observations          100 pts

File Activities                      100 pts

Case Study                         300 pts

Total                                 1000 pts

Grading Scale

A= 93%-100%    930-1000 pts

B= 84%-92%    840 –929 pts

C=71%-83%    701-839 pts

D= 70%-61%   700-610 pts

F= Below 60%    609 pts or below

OTHER CONSIDERATIONS:

Academic Assistance:  CSM seeks to maintain a supportive academic environment for students with disabilities.  If you have a disability and need accommodations to succeed in this course, please contact me to verify that the required documentation is filed with the Academic Affairs Office and that an accommodation plan is in place.  Please remember that the law places the responsibility on you, the student, to notify the College of your disability and to request information.

If you have a certifiable learning or physical disability and require special accommodations, please call and make an appointment with Jennifer Yarns in the Achievement Center ADA office at 399-2366. Considerable lead-time is required for accommodations, so it is important that your request is received in the Achievement Center ADA office as early in the semester as possible. Please note: your request will be handled confidentially.

Academic Honesty:  All forms of dishonesty and misconduct including cheating, plagiarism, forgery, knowingly furnishing false information to the instructor, and intentional disruption or obstruction of learning or teaching will not be tolerated.  At the professors discretion these acts will result in a failing grade for the course and a letter regarding the behavior will be filed with Academic Affairs and Student Affairs offices.  All work should be your own and must represent new work prepared specifically for this class.

LAPTOP POLICY:

Laptop use in classrooms creates new and exciting possibilities for teachers and students when used appropriately.  Please use your laptop ethically and for educational purposes and activities permitted by the instructor.  Unacceptable uses include: instant messaging, e-mailing, unassigned Internet browsing, game-playing and completing homework for other classes.  Violations of this request will result in withdrawal of permission to use the laptop in this class and may affect your grade in the course.

·       QUALITY WORK

Assessment of the quality of your written and oral expression will be included in the evaluation of your work.  All written work is to be typed, double spaced, and must include correct grammar, form, punctuation, and spelling.  All sources must be cited with complete bibliographic references.  (APA Format).  You will use technology skills to explore resources and make lessons plans, class presentations, and a web page. All written papers should be turned in electronically and in paper copy formats. Work maybe checked through Turn It In Software.