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EDE 391 Diagnosis & Remed Read Difficult
Greene, Judy Ann


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 391 Diagnosis & Remed Read Difficult

Semester

FA 2007 HO

Faculty

Greene, Judy Ann

Title

Assistant Professor of Education, Literacy

Degrees/Certificates

MA, PC II Reading Specialist

Office Location

rm. 317 Copley Hall

Office Hours

TBD and by appointment

Daytime Phone

816-584-6421

E-Mail

judy.greene@park.edu

Semester Dates

August 20-December 14

Class Days

--T-R--

Class Time

8:45 - 11:25 AM

Prerequisites

EDE 380

Credit Hours

6


Textbook:
 

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 MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
N/A

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 and admission to the School of Education. 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.
  2. Respond in a facilitative way to challenges presented by motivational and affective needs of individual learners' reading skills.
  3. Identify and use effective oral and written communication with learners, parents, and professional peers regarding individual learners' reading difficulties, remedial instruction, and progress.
  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.


Core Assessment:


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:
 

  1. Case Study Textbook Applications (To be done out of class; receives rubric point score; Core learning outcomes 1, 2, 4) ) Prepare for class lectures and activities. Students will apply their understanding of the information in all assigned textbooks to “solve” each assigned case study. Students will be given case study information on individual elementary learners, as well as a sheet explaining how to do case studies and a rubric explaining how they will be evaluated for points. Responses must be typed. Case Study Textbook Applications are due at the beginning of each class on the date listed in "Course Topics and Assignments." 
  1. Strategy Lesson Demonstrations (to be designed out of class & demonstrated in class; receives completion score; Core learning outcomes 1 & 2) 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.
  1. 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; Core learning outcomes 1 - 4): 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 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 are topics 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) Duringthe 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:
 

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 (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

Interview                                                                                 30

Post-assessments w/ learners (2 @ 20)                                   40

Field Experience Case Study   

            Pre-Assessment Profile                                              40

            Post-Assessment Report                                             40

Final Case Study Application                                                  25

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

                                                               TOTAL POINTS:      400

A = 375 – 400 points     

B = 360 - 374

C = 345 - 359

D = 330 – 344

F = 329 points or less

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

Late Submission of Course Materials:
 

SUBMISSION OF COURSE ASSIGNMENTS:

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. 

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 and text messaging. Making, receiving phone calls, or text messaging during class is rude to fellow class members, and disrespectful to the instructor; therefore, you will be asked to them off.
  • 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 as they would at their assigned school sites.
  • 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. The Professional Teaching Dispositions will be presented to students on the first day of class. The instructor will go over the dispositions with students at that time. Students will evaluate themselves, as well as by the instructor, cooperating teachers, and possibly site administrators on the teaching dispositions. The purpose of this is to give feedback to students to help them reflect upon and develop the degree and depth of the attitudes and behaviors expected of outstanding educators.  

Course Topic/Dates/Assignments:

TENTATIVE SCHEDULE OF SESSIONS, TOPICS, AND ASSIGNMENT DUE DATES
 
 

Class

Session

Date

Topics/Assignments

1

T

Aug 21

? 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)

2

R

Aug 23

? TOPIC: Questions re syllabus/assignments; eCompanion

? TOPIC: Reading Deficits, Differences, & Disabilities—Who, What, & Why?

3

T

Aug 28

? Who, What, and Why, cont’d

? DUE Case Study Text Application #1: Alex

4

R

Aug 30

? TOPIC: Assessment of Reading Difficulties

 

5

T

Sept 4

? TOPIC:   Assessment, cont’d.

? DUE: Case Study Text Application #2: Amber

6

R

Sept 6

? TOPIC:   Assessments, cont’d.

7

T

Sept 11

? 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

8

R

Sept 13

? 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)

9

T

Sept 18

? 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

10

R

Sept 20

? 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)

11

T

Sept 25

? TOPIC: ELL, ESOL

? TOPIC: Flow of Assessment & Instruction (instructor models process)

? DUE: Case Study Text Application #5: Angelo

NOTE: Instructor will arrange for students to meet specialist & cooperating teachers; students are to schedule a 1 hour classroom observation, get-acquainted session before 10/02 and a regular schedule for field experience w/cooperating teacher

 

12

R

Sept 27

? TOPIC: Open

 

13

T

Oct 2

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

14

R

Oct 4

? Conduct/complete pre-assessment, assist in classroom

15

T

Oct 9

? Begin tutoring (if possible), assist in classroom

16

R

Oct 11

? Tutor, assist in classroom

Week of  October 15-19: Fall Recess – Students may need to tutor/assist at assigned sites

17

T

Oct 23

? DUE: Post-Session Reflection Sheets (share, discuss)

18

R

Oct 25

? DUE: Post-Session Reflection Sheets (share, discuss, submit)

? DUE: Pre-Assessment Profile (include pre-assessment of 2nd learner)

19

T

Oct 30

? Tutor, assist in classroom                                                            

20

R

Nov 1

? Tutor, assist in classroom                                                            

21

T

Nov 6

? Tutor, assist in classroom                                                            

22

R

Nov 8

? Tutor, assist in classroom                                                                                               

? DUE: Interview

23

T

Nov 13

? Tutor, assist in classroom                                                            

 

24

R

Nov 15

? Tutor, assist in classroom                                                                     

25

T

Nov 20

? Tutor, assist in classroom/begin post-assessment

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

Thanksgiving Day, November 22: No School

26

T

Nov 27

? Tutor, assist in classroom/post-assessment

 27

R

Nov 29

? Conduct post-assessment

28

T

Dec 4

? Conduct post-assessment

29

R

Dec 6

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)

 

30

Day & time according to Park schedule

FINAL EXAM

 

o DUE: Case Study Application “Final Exam” (done in class; may use notes & texts)

o Post-Test (done in class; closed book, no notes)

                                                                                                           

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88
Instructor's Attendance Policy

• 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 .

Additional Information:
 

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 AssignmentsClear 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.

Bibliography:
 

Bader, Lois.  (2005)  Bader Reading and Language Inventory;  Pearson, Merrill Prentice Hall.

Beers, Kylene. (2003) When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9

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

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

Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking,

Talking, and Writing About Reading, K-8. New York: Heinemann. 

ISBN:0-325-00308-4

Goodman, Yetta M., Marek, Ann M. (1996). Retrospective Miscue Analysis: Revaluing Readers

and Reading. Katonah, NY: Richard C. Owen Publishers, Inc. ISBN: 1-878450-85-9

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

McGuinness, Diane. (1999). Why Our Children Can't Read and What We Can Do About It: A

Scientific Revolution in Reading. New York: Touchstone ISBN 0684853566

Opitz, Michael F.  (2000)  Rhymes and Reasons:  Literature and Language Play for Phonological

            Awareness; Heinemann Publishers.

Walker, Barbara J. (2004). Techniques for Reading Assessment and Instruction. Upper Saddle,

            NJ: Pearson Education. ISBN: 0131913603

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/11/2007 4:14:04 PM