EDE391 Diagnosis & Remediations of Reading Difficulties

for FA 2006

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


EDE 391 Diagnosis & Remediation of Reading Difficulties


FA 2006 HO


Greene, Judy Ann


Assistant Professor of Education


PC II Reading Specialist

Office Location

Copley Hall, Rm 317

Office Hours

M = 1:00-3:00, T/R = 11:30-1:30

Daytime Phone


Other Phone





Semester Dates

August 21-December 15

Class Days


Class Time

8:45 - 11:25 AM


EDE 381

Credit Hours



Clay, Marie (2006).  An Observation Survey of Early Literacy Achievement, Revised 2nd edition.

            Portsmouth, NH:  Heinemann Publishers.  ISBN:  0-325-00929-5


Gunning, Thomas G.  (2006).  Assessing and Correcting Reading and Writing Difficulties, 3rd ed.

            Boston:  Pearson Education Publishers.   ISBN:  0-205-44526-5


Johnston, Peter H.  (2004)  Choice Words:  How Our Language Affects Children's Learning.  Portland, ME:  Stenhouse Publishers.  ISBN:  1-57110-3899

Lyons, Carol A.  (2003)  Teaching Struggling Readers:  How to Use Brain-Based Research to Maximize Learning.  Portsmouth, NH:  Heinemann Publishers.  ISBN:  0-325-00435-8

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
A survey of the instruments which teachers can use in their classroom to screen reading difficulties. The instruments will be demonstrated and mastered as part of the course. Methods and materials available to the classroom teacher for remediation reading difficulties are also a focus of this course. Pre-service students are required to work with elementary school students in a classroom setting and/or one on one for 32 hours of combined assessment and  remedial tutoring in a school setting during regularly scheduled course hours set reserved for this purpose. This course is designed to prepare teachers to individualize reading instruction within a literacy program in the elementary school. PREREQUISITE: EDE 380. 6:0:6

Educational Philosophy:
Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life.  Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship.  In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify, articulate, and apply evidence-based best practices in assessment and instruction to address the cognitive strengths and needs of individual learners' reading skills.  (Relevant MoSTEP Standards:,,,,; Relevant ACEI Standards:  1, 2, 3.1, 3.2, 3.4, 3.5, 4, 5.2.  Assessment artifacts:  Text Reflections, Readability Study, Post-Session Reflection Sheets, Assessment Profile, Report/Observation Paper, Field Experience Report , Case Study Application (final).
  2. Respond in a facilitative way to challenges presented by motivational and affective needs of individual learners' reading skills.  (Relevant MoSTEP Standards:,,,,,,; Relevant ACEI Standards:  1, 2, 3.2, 3.4, 3.5, 5.1, 5.2; Assessment Artifacts:  Assessment Profile, Post-Session Reflection Sheets, Case Study Application (final)
  3. Identify and use effective oral and written communication with learners, parents, and professional peers regarding individual learners' reading difficulties, remedial instruction, and progress.  (Relevant MoSTEP Standards:,,,; Relevant ACEI Standards:  1, 3.4, 3.5, 5.2, 5.3, 5.4; Assessment Artifacts:  Assessment Profile, Post-Session Reflection Sheets, Interview, Field Experience Report, Teaching Disposition Log Sheets
  4. Demonstrate effective use of critical self-reflection and on-going assessments to analyze, inform, and adjust instruction to meet individual learners' needs for improving reading skills.  (Relevant MoSTEP Standards:,,; Relevant ACEI Standards:  1, 2, 3.1, 3.2, 5.2; Assessment Artifacts Teaching Dispositions Log Sheets, Post-Session Reflection Sheets, Field Experience Report

Core Assessment:


  • Case Study Applications (final) combined with

  • Field Experience Report 

  • Pre-assessment to establish baseline for evaluating course effectiveness. 

  • Text Reflections including Bloom's items 

  • Readability Study 

  • Pre-Assessment Practice  

  • Assessment Profile 

  • Post-Session Reflection Sheets 

  • Inteview 

  • Report/Observation Paper 

  • Case Study Applications (in-class) 

  • Post-Test (final) 

  • I Know that I Know Notebook


Class Assessment:



General Directions for Assignments: 

o       Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion.  (NOTE:  before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!) 


o        Students are responsible for reading syllabus and course materials to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information.  Points have been deducted as a result of students' not following syllabus and course materials in eCompanion because they assumed that they already knew how to do an assignment. 


o       Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email.  If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email.  Ideas for improvement are most welcome!  A significant portion of this course is the result of previous students' creative and helpful ideas.


Written Assignments:  Clear written and spoken communication is absolutely essential and expected for future classroom teachers.  We are all models of literacy to our learners.  The way learners see us use our literacy skills is what they will believe is correct and right for their own writing and speaking.  Therefore, all written and spoken communication will be subject to correction for basic standard English.  (This includes the instructor--to err is human!)   Students are expected to:  (1) use correct, standard English technical writing skills (i.e., "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.); (2) proofread carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and (3) make certain terms and phrases are used correctly for meaning, and that what is written is easily understood by the reader.   Written assignments containing technical and content (sense) errors will be returned for revision before receiving points.  Any student needing help with particularly stubborn errors of basic writing skills will be referred to the Student Assistance Center if the instructor and student are unable to find time to work together.  Regarding style and formatting—in order to avoid confusion created by differing interpretations of proper APA, MLA, or Chicago/Turabian style, a model for all written assignments will be provided in eCompanion.  All students are expected to correctly follow the provided model for all typewritten assignments.  Failure to proofread and/or use the model correctly will result in loss of points.


  1. Case Study Textbook Applications     (To be done out of class; receives point score for completion) Prepare     for class lectures and activities.      Students will apply their understanding of the information in all assigned     textbooks to “solve” each assigned case study.  Case studies and a form will be provided     for this assignment in eCompanion. Responses may be typed or written by     hand as long as the writing is legible.      Case Study Textbook Applications are due at the beginning of each     class on the date listed in "Course Topics and Assignments."

2.  Strategy Lesson Demonstrations (to be designed out of class & demonstrated in class; receives completion score) Each student will be assigned a reading strategy and teach it to the class during scheduled class sessions.  The instructor and class members will learn and practice the strategy, then provide feedback.


3.  Field Experience Case Study:  Pre-Assessment Profile and Post-Assessment Report (detailed description, directions, and forms will be provided in eCompanion; to be done out of class; receives completion points/rubric score):  The instructor will make arrangements for students' field experiences with a partner school.  Students will be assigned to a cooperating teacher to assist in the classroom, and at least two learners from the classroom whom students will tutor in reading.  Students will: (a) conduct pre-assessment for each of two learners to determine reading strengths and needs, then (b) design, and (c) conduct remedial instruction based on the pre-assessment, and follow up by (d) conducting post-assessment to determine the effectiveness of instruction.  Immediately after tutoring sessions, students will fill out a Post-Session Reflection Sheet (PSRS) to track and analyze their instruction.  A copy of each PSRS is to be submitted to the instructor on the day she is scheduled to be on-site or in her office door box each week.  Students are to be on-site at least twice a week for the same amount of time scheduled for regular class sessions.  The instructor will be on-site at least once each week to be available for consultation and assistance. 


     The Field Experience Case Study is the combination of two main components—(1) the Pre-Assessment Profile and (2) the Post-Assessment Report.  The Pre-Assessment Profile includes the actual assessments and information gained before instruction, as well as a plan of instruction based on assessment results.   After instruction and post-assessment have been completed, the Post-Assessment Report is created.  It is combined with the Pre-Assessment Profile and includes a summary of tutoring sessions, post-assessment results, and suggestions for future instruction.  Although two learners will be pre-assessed, tutored, and post-assessed, only one of the two learners will be reported upon.  Field Experience Case Studies of learners who require intensive, on-going remediation will be copied and given to the learners' teachers and to the next future tutors.


     Note:  the Field Experience Case Study is due at the beginning of class on the day listed in the Course Activity Schedule.  No Field Experience Case Study will be accepted or considered for points after the beginning of class on that day. 


4.  Interview (to be done out of class, receives rubric points):  Students are to gain an overview and perspective of literacy instruction as it occurs in actual school settings.  They will learn how veteran educators who are responsible for literacy instruction at a building level handle the challenges and issues inherent in remedial literacy instruction.  Students are responsible for finding a working curriculum coordinator, building principal, education specialist, reading specialist, special educator, or any other qualified educator directly dealing with academic literacy matters.  Students are not to interview their cooperating classroom teachers or another regular classroom teacher for this assignment.  The objective is to gain a perspective on learners' reading issues within an entire school, including how classroom teachers contribute (or don't contribute) to their learners' proficiency and joy in reading.  Interviews are to be written according the provided model format.  Interviews are to be no less than three and no more than five full pages of text.  The following topics are to be asked; they should also form the report's headings under which students report their findings:


                  ¨ Most Common Literacy Needs of Students

                  ¨ What Knowledge, Skills, and Dispositions Are Needed to Teach Literacy

                  ¨ Most Serious Barriers to Effective Classroom Literacy Instruction

                  ¨ What Works—Successful Methods & Strategies for Reading

                  ¨ My Intellectual and Emotional Reactions

                  ¨ My Insights and/or Changes in Personal Values and Ideas


                  [NOTE:  “My . . . Reactions/Insights . . .” refers to Park student (author), not the

                  person being interviewed.]


5.  I Know That I Know Notebook aka IKTIKN (to be done in/out of class; receives point score):  Beginning with the second class, each student is to begin collecting all course materials, including in-class notes, and organize them inside a binder.   This is essentially the same thing as a resource notebook for future use in other courses and as classroom teacher.  It may be arranged in any fashion according to students' preferences as long as contents are clearly marked by labeled tabs.  Students are to bring their notebooks on one of the last two days of class.  The instructor will simply look through the notebook to see that it has been done according to these directions in order to receive points.


6.  Final Case Study Application (form containing detailed directions and description provided in eCompanion; to be done in class; receives rubric point score)  A last case study or learner profile will be provided during the day scheduled for final examination in this course.  Using knowledge and skills gained from this course, students will “solve” the reading issue(s).  The last case study/learner profile will be a culminating, summative task, and will function as half of the final examination on the day scheduled for final examinations. 


7.     Course Pre- Assessment and Post-Test (to be done in class, receives completion points/accuracy point score)  During the first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives.  This assessment will receive completion points only for a grade.  Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities.   Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment.  The post-test will be a culminating, summative task, will function as half of the final examination on the day scheduled for final examinations, and will earn a raw point score grade.  Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.


GRADING PLAN:  Points for final grade are earned as follows: 


Assignment                                                            Points                                      

Course Content Pre-assessment (not scored for accuracy)     10

Case Study Textbook Applications (6 @ 10 pts)                      60

Strategy Lesson Demonstration                                               20

Pre-assessments Practice (2 @ 10 pts)                                    20

Pre-assessments w/ learners (2 @ 20 pts)                               35

Post-Session Reflection Sheets (completion)                           30                                           

Interview                                                                                  30

Post-assessments w/ learners (2 @ 20)                                   35

Field Experience Case Study    (70 pts)

            Pre-Assessment Profile                                               35

            Post-Assessment Report                                             35

Final Case Study Application                                                   35

Course Content Post-Test Final (scored for accuracy)             30

I Know That I Know Notebook                                                 25       

                                                               TOTAL POINTS:      400


A = 375 – 400 points     

B = 355 - 374

C = 335 - 354

D = 315 – 334

F = 315 points or less



NOTE:  final grades are calculated by points only, not percentage.

Late Submission of Course Materials:



o       Assignments should be submitted on time even if student is absent (excepting emergencies).  Use fax, ask fellow class member and/or friend to deliver to instructor's mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.


o       All assignments are required in order to earn a final grade whether or not they earn points.


o       Late assignments will result in loss of 1 point per day late. 


o          Students are advised to submit assignments before their listed due date. 

§         Assignments submitted before the due dates are eligible for revision for full points until the week before the last scheduled day of class. 

§         To support this policy, assignments submitted on the due date or after will not be eligible for revision. 

§         Assignments may be submitted in person or emailed to establish early submission; however, the instructor will not print, evaluate, or score emailed assignments.  All assignments must be submitted in hard copy on the day they are due. 

§         If technology problems make this impossible, a hard copy must be turned in to the instructor by midnight of the due date to be considered as submitted on time.

§        Each time an assignment is submitted for re-evaluation, the original or most recent draft must be attached with a copy of the instructor's rubric scoring/written feedback.  The instructor will return a re-submitted assignment that does not have draft(s) and feedback without looking at it.

INCOMPLETES:  Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences.  A contract listing pending assignments and final due date is required.  It is Park policy that all incompletes be finalized in 60 days.  In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.

Classroom Rules of Conduct:

:  Students are to demonstrate the same dispositions, behavior, and responsibility they would expect from learners and peers in their own classrooms.  Therefore, the following will apply to all students enrolled in this course:


·        Email is essential to this course.  All students will need to check their PirateMail on a regular basis--at least twice a week.  Typically, several days may pass when no email is sent, only to be followed by several emails in one day.  Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts.  Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.


  • In the     event of an absence from tutoring session, students are required to call     and personally notify the cooperating teacher and, if possible, speak to     the learner being tutored, apologizing for the absence.  Students must obtain the school and, if     applicable, teacher phone numbers before beginning involvement as tutor.


  • Key     moments can be sabotaged by cell phones.      Making, receiving phone calls, or text messaging during class is     rude to fellow class members, and disrespectful to the instructor;     therefore, turn them off or on vibrate.


  • Wafting     odors of burgers, chicken nuggets, and the sounds of salad can drive those     who have not had time to forage to the brink of madness; therefore bring     only a snack that can be quickly ingested and removed from sight and     smell!  In the case of Watson Literacy Center,     no food or drink is permitted in any area except for water, which must be     in a container with a tight-fitting lid.      Break times will be provided to relieve the need for colas, chips,     etc.


  • Speak     and we will listen—with respect, from everyone.  Students should also exhibit polite     consideration when speaking.


  • Computers     can make it easier to do assignments; however, students must recognize     that technology can also cause problems--printers run out of ink, hard     drives crash.   Be sure to save     copies of your work to disk, hard drive, and print out paper copies for     backup purposes.


  • Professional     demeanor & dispositions are essential evidence that students are ready     to be classroom teachers--passing grades on assignments are not     sufficient.  Examples of expected     demeanor & dispositions are:      plans and delivers instruction based on the conviction that every     learner can learn at the highest level possible; dresses and uses language     appropriately; active engagement during class sessions; expresses more     interest in course content than in points or grades; completes assignments     and meets responsibilities on time; and, makes timely arrangements of     personal and professional nature in such as way that neither conflicts     with the other.  Examples of     unacceptable demeanor & dispositions are:  inattentive, disengaged behavior; asking     instructor for the same information/directions contained in syllabus     and/or course materials in eCompanion (e.g., assignment due dates,     instructor's office hours, etc.) slouching or sleeping during class;     irregular attendance; doing homework for this or another class; feet on     top of a desk; and, inappropriate expletives for school classrooms.  As certified teachers are evaluated by a     supervisor for demeanor & dispositions, so will students in this     course will be evaluated.  Overall     demeanor & dispositions will be confronted that do not meet     expectations as described above.

Course Topic/Dates/Assignments:


(Assignments to be submitted are listed in right “column” next to the check box on the day they are due):






Topics/Assignments                                                                               Assignments Due






? Introductions:  people, course  principles/guidelines, eCompanion, syllabus


(students  read on their own, then come to 2nd session w/questions)


?  Pre-assessment…………………………………………………………………………………? Pre-assessment


?  Socratic Seminar     ? Case Study Text  Application Practice







?  Questions re syllabus/assignments; eCompanion


?  Conceptual Foundations—Reading Difficulties, Differences, &


Disabilities:  Who, What & Why?


                                                                                                                ?  Case Study Text Appl #1







?  Who, What, and Why cont'd







?  Who, What, and Why cont'd


                                                                                                                 ?  Case Study Text Appl #2







?  What Can Be Done?  Part I:  Start w/Assessments







?  Assessments, Part I, cont'd.


?  Socratic Seminar


                                                                                                                ?  Case Study Text Appl #3







?  Assessments, Part I, cont'd.











?  Assessments, Part I, cont'd.  


?  Implementing Assessment Results:  Designing Instruction


?  Socratic Seminar/debrief Choice Words


                                                                                                                 ? Case Study Text Appl #4








? What  Can Be Done?  Part II:  Instructional Approaches & Strategies


? Walker materials


?  Glass Analysis


?  Hands-on Strategies/Activities








?  Instructional Approaches & Strategies, Part II, cont'd.


?  Strategy Instruction/Practice: …………………………………………….? Strategy Lesson:  Visualization


?  Strategy Instruction/Practice ……………………………….………………..? Strategy Lessons:  Echo/NIM


?  Strategy Instruction/Practice ……………………………………………………………………….? Word Sorts


                                                                                                                ?  Case Study Text Appl #5










Instructor will arrange days  & times for students to meet specialist & cooperating teachers; students  are to schedule a 1 hour classroom observation, get-acquainted session before10/3  + regular schedule for field experience w/cooperating teacher











?  Instructional Approaches & Strategies, Part II, cont'd.


? Retrospective Miscue  Analysis


?  Strategy Instruction/Practice …………………………………………………  Strategy Lesson:  Think Aloud


                                                                                             ? Pre-Assessment Practice (both)


?  Strategy Instruction/Practice: ……………………………..….? Strategy Lesson:  Contextual Processing








?  Strategy Instruction/Practice: ……………………………………………? Strategy Lesson:  Graphic Orgs.


?  Strategy Instruction/Practice ………………………………………..? Strategy Lesson:  Readers' Theatre


?  Socratic Seminar


                                                                                                               ? Case Study Text Appl #6









?  conduct pre-assessment, assist in classroom







?  conduct/complete pre-assessment, assist in classroom







?  begin tutoring (if possible), assist in classroom



NOTE:  Students begin Post-Tutoring Reflection  Sheets starting w/1st tutoring session







? tutor, assist in classroom












? tutor, assist in classroom







? tutor, assist in classroom                                                                          ? Pre-Assessment  Profile







? tutor, assist in classroom                                                            







? tutor, assist in classroom                                                            







? tutor, assist in classroom                                                            





R-  11/9  


?  tutor, assist in classroom                                                                                              ? Interview







?  tutor, assist in classroom                                                          







? tutor, assist in classroom                                                                    







? tutor, assist in classroom/begin post-assessment


NOTE:  let learners know about your last day at  their school!!!











? Conduct post-assessment








? Conduct post-assessment













                                                                                             o Last  day to submit assignments


                                                                                             that qualify for revision







@  Park


? Meet as class and debrief, share, problem-solve,  give course feedback



                                                                                             o Field  Experience Case Study Due











o Case Study Application  “Final Exam”


o Post-Test


                                                                                                           ? Final Case Study Application


                                                                                                                                       ? Post-Test


                                                                                                               ? last day  to submit IKTIKN


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one full letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).  
• In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
• The following will be unconditionally excused and require documentation:  medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
• The following will not be considered for excused status in excess of the two absences allowed:  job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning.  If students are in doubt, ask the instructor first.  The instructor will uphold the policies set out in this syllabus.
• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:
Students, please note:

An updated and properly formatted version of this syllabus is available via eCompanion and/or from the instructor in hard copy form during the first day of class.


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Last Updated:8/15/2006 2:29:32 PM