EDE 391 Diagnosis & Remediation of Reading Difficulties
SP 2007 HO
Greene, Judy Ann
Assistant Professor--Education, Literacy
MA Special EducationPC II Reading Specialist
rm. 317 Copley Hall
M/F = 8:30-10:30, T = 11:45-1:45, or by appointment
January 16-May 11
8:45 - 11:25 AM
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
Textbooks can be purchased through the Parkville Bookstore
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/.
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
CORE ASSESSMENT: All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. Because good evaluation requires multiple assessments representing all levels of Bloom’s Taxonomy, the core assessment for this course is a combination of three (3) assignments:
(1) Post-Assessment Report, a summative, authentic performance mastery task that demonstrates what a student has achieved regarding the standards for knowledge, skills, and dispositions required by the course. The Post-Assessment Report follows the Pre-Assessment Profile to complete the Field Experience Case Study.
(2) Final Case Study Application. This is a summative mastery task demonstrating what students have achieved regarding the standards for knowledge and skills required by the course.
(3) Course Content Post-Test. This is also a summative measure of students’ mastery of essential terms and knowledge required by the course. The Final Case Study Application and Course Content Post-Test comprise the Final Examination. All together, the three assignments account for 25% of the total grade. The descriptions and directions for each of the three Core Assessments are included in the numbered list of assignments below Core Rubrics.
CORE RUBRICS: The Core Rubric for the Field Experience Case Study is the rubric for the Post-Assessment Report only (the Pre-Assessment Profile, though a part of the Field Experience Case Study, occurs too early in the class to be considered a Core Assessment, and thus is not included ). The Core Rubric for the Final Case Study Application is attached to the form for the assignment itself. There is no rubric for the Course Content Post-Test; it receives a point score for accuracy. The rubrics for the Field Experience Case Study—Post-Assessment Report and the Final Case Study Application are available online via eCompanion or in hard copy form from the instructor.
CORE LEARNING OUTCOMES
(a) conduct pre-assessment for each of two learners to determine reading strengths and needs, then
(b) design remedial instruction containing outcome statements linked to MoSTEP standards, 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. Students are encouraged to bring their PSRS to the instructor on the day she is scheduled to be on-site for feedback and guidance. 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 available for consultation and assistance on-site for one hour each week at each of the site schools.
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 will be copied and given to the learners’ teachers who may possibly share them with parents.
Note: the Field Experience Case Study is due by midnight of the day listed in the Course Activity Schedule. No Field Experience Case Study will be accepted or considered for points if submitted after that date & time, resulting in score of 0).
4. Interview (to be done out of class, receives rubric points; Core learning outcomes 1 - 4): 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 posed as questions; they should also form the report’s headings under which students report their findings:
¨ Role of Individual Classroom Teachers in School’s Reading Curriculum
¨ 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 Insights and/or Changes in Personal Values and Ideas
[NOTE: “My Insights . . .” refers to Park student (author), not the
person being interviewed.]
6. Final Case Study Application (form containing detailed directions and description provided in eCompanion; to be done in class; receives rubric point score; Core learning outcomes: 1) 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.
Points for final grade are earned as follows:
Course Content Pre-assessment (not scored for accuracy) 10
Case Study Textbook Applications (5 @ 15 pts) 75
Strategy Lesson Demonstration 20
Pre-assessments Practice (2 @ 10 pts) 20
Pre-assessments w/ learners (2 @ 20 pts) 40
Post-Session Reflection Sheets (minimum of 10) 30
Post-assessments w/ learners (2 @ 20) 40
Field Experience Case Study
Pre-Assessment Profile 35
Post-Assessment Report 35
Final Case Study Application 35
Course Content Post-Test Final (scored for accuracy) 30
TOTAL POINTS: 400
A = 375 – 400 points
B = 355 - 374
C = 335 - 354
D = 315 – 334
F = 315 points or less
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.
Late Submission of Course Materials:
o Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, 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 Late assignments will result in loss of 1 point per day late.
o Assignments submitted before or on their due dates listed in the Schedule of Sessions at the end of this syllabus may be revised for more points until the last scheduled class session before finals week.
§ Any assignment submitted after the due date will not be eligible for revision unless it is, due to circumstances that meet criteria for excused absence, including documentation.
§ Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.
§ If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.
§ Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback.
General Directions for Assignments:
o Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion 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 because failed to follow syllabus directions and/or study the rubrics in eCompanion.
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 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., grammar, usage, and "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 can be easily understood by a parent, other teacher, and/or administrator. All assignments receiving rubric points include a score for correct basic writing skills.
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 is 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.
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.
? TOPIC: Introductions: people, course, procedures, policies, dispositions, syllabus overview
(students read on their own, then come to 2nd session w/questions), CSTA’s
? ASSIGNMENT: Pre-assessment (do & review; take notes, submit)
? TOPIC: Questions re syllabus/assignments; eCompanion
? TOPIC: Reading Deficits, Differences, & Disabilities—Who, What, & Why?
? Who, What, and Why, cont’d
? DUE Case Study Text Application #1: Alex
? TOPIC: Assessment of Reading Difficulties
? TOPIC: Assessment, cont’d.
? DUE: Case Study Text Application #2: Amber
? TOPIC: Assessments, cont’d.
? TOPIC: Assessment, cont’d.—practice in class
? DUE: Case Study Text Application #3: Penny
STUDENTS MAY BEGIN PRACTICE SESSIONS OUTSIDE CLASS w/FRIEND, CHILD, SPOUSE
? TOPIC: Implementing Assessment Results: Designing Instruction
? TOPIC: What Schools Are Using: Lexiles, Jolly Phonics, Fundamentals, other
? TOPIC: Instructional Approaches & Strategies--Walker materials
? TOPIC: Decoding Strategy Instruction/Modeling/Practice--Glass Analysis (instructor)
? DUE: Decoding/Fluency Strategy Instruction/Modeling/Practice--Echo/NIM (students)
? DUE: Decoding Strategy Instruction/Modeling/Practice--Word Sorts (students)
? DUE Case Study Text Application #4: Bryan
? DUE: Comprehension Strategy Instruction/Modeling/Practice—Visualization (students)
? DUE: Comprehension Strategy Instruction/Modeling/Practice--Graphic Orgs.(students)
? DUE: Decoding/Comprehension Strategy Instruction/Modeling/Practice: Readers’ Theatre
? TOPIC: Decoding/Comprehension Hands-on Strategies/Activities (instructor)
? TOPIC: ELL, ESOL
? TOPIC: Flow of Assessment & Instruction (instructor models process)
? DUE: Case Study Text Application #5: Angelo
THIS SESSION RESERVED FOR MEETING COOPERATING TEACHER & CLASS LEARNERS
Instructor will arrange for students to meet specialist & cooperating teachers; students are to schedule a 1 hour classroom observation, get-acquainted session before12/27 and a regular schedule for field experience w/cooperating teacher
START “FULL TIME’ ON-SITE FIELD EXPERIENCE--BEGIN TWICE-A-WEEK ON-SITE ASSISTANCE/TUTORING
? Conduct pre-assessment, assist in classroom
NOTE: Students begin Post-Session Reflection Sheets after each assessment/tutoring session starting w/1st assessment session
? Conduct/complete pre-assessment, assist in classroom
? Begin tutoring (if possible), assist in classroom
? Tutor, assist in classroom
Week of March 12 -16: Spring Recess – Students will need to tutor/assist at assigned sites
? Meet at 9:30 a.m. as class at Park (Park Hill on their Spring Break)
? DUE: Post-Session Reflection Sheets (share, discuss)
? DUE: Post-Session Reflection Sheets (share, discuss, submit)
? DUE: Pre-Assessment Profile (include pre-assessment of 2nd learner)
? Tutor, assist in classroom
? Tutor, assist in classroom
? DUE: Interview
? Tutor, assist in classroom
? Tutor, assist in classroom/begin post-assessment
NOTE: let learners know about your last day at their school!!!
? Tutor, assist in classroom/Begin post-assessment
? Conduct post-assessment
FINAL DAY ON-SITE F LAST DAY CLASSROOM ASSISTANCE
POST-ASSESSMENT SHOULD BE COMPLETED
o DUE: Last day to submit assignments that qualify for revision:
o DUE: Field Experience Case Study (will not be scored if submitted after midnight)
May 7 - 11, 2007 FINAL EXAM WEEK
o DUE: Case Study Application “Final Exam” (done in class; may use notes & texts)
o Post-Test (done in class; closed book, no notes)
Final Exam: ________________________
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 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 .
Last Updated:1/22/2007 10:31:40 AM