EDE 391 Diagnosis & Remediation of Reading Difficulties
FA 2006 HO
Greene, Judy Ann
Assistant Professor of Education
MAPC II Reading Specialist
Copley Hall, Rm 317
M = 1:00-3:00, T/R = 11:30-1:30
August 21-December 15
8:45 - 11:25 AM
Clay, Marie (2006). An Observation Survey of Early Literacy
Achievement, Revised 2nd edition.
Portsmouth, NH: Heinemann Publishers. ISBN:
Gunning, Thomas G.
(2006). Assessing and Correcting Reading
and Writing Difficulties, 3rd ed.
Boston: Pearson Education Publishers. ISBN:
Johnston, Peter H.
(2004) Choice Words: How Our Language
Affects Children's Learning. Portland,
ME: Stenhouse Publishers. ISBN:
Lyons, Carol A.
(2003) Teaching Struggling Readers: How
to Use Brain-Based Research to Maximize
Learning. Portsmouth, NH: Heinemann Publishers. ISBN:
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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
Learning Outcomes: Core Learning Outcomes
General Directions for Assignments:
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!)
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.
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.
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.
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
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
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.
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.
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
GRADING PLAN: Points for final grade are earned as follows:
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
Post-assessments w/ learners (2 @ 20) 35
Field Experience Case Study (70
Final Case Study Application 35
Course Content Post-Test Final (scored for accuracy) 30
I Know That I Know Notebook 25
A = 375 – 400 points
B = 355 - 374
C = 335 - 354
D = 315 – 334
F = 315 points or less
grades are calculated by points only, not percentage.
Late Submission of Course Materials:
SUBMISSION OF COURSE ASSIGNMENTS:
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.
All assignments are required in order to earn a
final grade whether or not they earn points.
Late assignments will result in loss of 1 point
per day late.
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
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.
TENTATIVE COURSE ACTIVITY SCHEDULE OF DATES/TOPICS/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
read on their own, then come to 2nd session w/questions)
Socratic Seminar ? Case Study Text
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
Case Study Text Appl #2
What Can Be Done? Part I: Start w/Assessments
Assessments, Part I, cont'd.
Case Study Text Appl #3
STUDENTS MAY BEGIN PRACTICE SESSIONS OUTSIDE
CLASS w/FRIEND, CHILD, SPOUSE
Assessments, Part I, cont'd.
Implementing Assessment Results:
Socratic Seminar/debrief Choice Words
? Case Study Text Appl #4
Can Be Done? Part II: Instructional Approaches & Strategies
? Walker materials
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
WEEK OF GREET & MEET
TEACHERS & SPECIALISTS AT ASSIGNED SCHOOL SITES.
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
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
? Case Study Text Appl #6
START “FULL TIME' ON-SITE FIELD
EXPERIENCE--BEGIN TWICE-A-WEEK ON-SITE ASSISTANCE/TUTORING
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
OCTOBER 16-20 FALL RECESS; NO CLASSES
? tutor, assist in classroom
? tutor, assist in classroom
tutor, assist in classroom
tutor, assist in classroom
? tutor, assist in classroom
? tutor, assist in classroom/begin post-assessment
NOTE: let learners know about your last day at
THANKSGIVING HOLIDAY—NO SCHOOL NOVEMBER 23
? Conduct post-assessment
FINAL DAY ON-SITE F LAST DAY CLASSROOM ASSISTANCE
POST-ASSESSMENT SHOULD BE COMPLETED
day to submit assignments
that qualify for revision
? Meet as class and debrief, share, problem-solve,
give course feedback
Experience Case Study Due
LAST DAY OF CLASS/FINAL EXAMINATION:
o Case Study Application
? Final Case Study Application
? 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: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.
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.
Last Updated:8/15/2006 2:29:32 PM