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EDE 387 Diagnosis & Remediation ofReading Difficulties
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 387 Diagnosis & Remediation ofReading Difficulties

Semester

FA 2009 HO

Faculty

Greene, Judy Ann

Title

Ass't Professor

Degrees/Certificates

M.A. Special Education, B.S. Language Arts,
B.G.S Psychology, B.G.S English

Office Location

rm. 317 Copley Hall

Office Hours

Last T of month noon – 4:00; W 11:00-3:00 except last week each

Daytime Phone

816-584-6421

E-Mail

judy.greene@park.edu

Class Days

--T-R--

Class Time

8:45 - 10:00 AM

Prerequisites

Admittance to SFE and EDE 380

Credit Hours

3


Textbook:
 

Diller, Debbie. (2007) Making the Most of Small Groups: Differentiation for All. Stenhouse

Publishers. ISBN-10: 1571104313

Johns, Jerry; Lenski, Susan Davis. (2005) Improving Reading: Strategies and Resources, 4e.

            Kendall-Hunt Publishers. ISBN-10: 0757514537

Johnston, Peter H. (2004). Choice Words: How Our Language Affects Children’s Learning.

Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899

Foliotek    All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee Per Student

 1 year

 $30.00

 2 years

 $59.00

 3 years

 $87.00

 4 years

 $112.00

 5 years

$120.00

6 years

$125.00

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.      Your Name

2.      The Contract Period you wish to purchase

3.      Your student indentification number

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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:
EDE387 Diagnosis & Remediation of Reading Difficulties: 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 t prepare teachers to individualize reading instruction within a literacy program in the elementary school. Prerequisite: EDE380 and admission to the School for Education. 3:0:3

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.

Class Assessment:
 

FREQUIRED ASSIGNMENTSWHAT YOU NEED TO KNOWE

  1. Case Study Textbook Applications (CSTA): 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. This is a formal written assignment and models of CSTA’s will be provided to help guide you in writing them.
  1.  Field Experience Report::   Students are required to complete at least 32 hours of combined classroom assistance, as well as individual assessment and tutoring to individual learners. A packet explaining the field experience will be given to you during the first week of class.
  1. Final Case Study Application Case study information will be provided. You will be given a form to fill in using knowledge and skills gained from this course to “solve” the reading issue(s) as you did with the CSTA’s.
  1. Course Pre- Assessment and Post-Test: Duringthe first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. Results of the pre-assessment will be used, in part, to determine session topics and learning activities.   The Post-Test will contain the same, but not all, items on the pre-assessment. The Post-Test is a culminating, summative task. It is half of the final examination, and will earn a raw point score grade. 
  1. MoSTEP Standard 1.2.9/1.2.5.2: Students will complete drafts of these standards for their portfolios. You will address the Quality and Performance Indicators by writing at least 3 drafts using materials provided by the instructor. Each draft must be submitted to a different member of the class for peer review according to the Class Schedule. Each student earns points for (a) 2 drafts, (b) 2 peer reviews, and (c) a 3rd draft revised according to peer feedback. Peer review forms will be provided. All drafts attached to peer review sheets, are due on the day listed in the class schedule. NOTE: the final draft submitted to instructor is still considered to be a draft and does not receive final approval.

Grading:
 

F     WHAT YOU NEED TO KNOW ABOUT FINAL GRADES    E

NOTE: final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.

Assignment                                                                               Points                   

Course Content Pre-assessment (not scored for accuracy)                            needed for final grade

Case Study Textbook Applications (4 @ 55 pts)                                              220

Pre-assessments Practice (2 @ 15 pts)                                                             30

Post-Session Reflection Sheets (minimum total 10 between learners) 20

MoSTEP Standard 1.2.9                                                                                     30

Field Experience Case Study   

            Pre-Assessment Profile                                                                        50

            Post-Assessment Report                                                                      40

Final Case Study Application                                                                            30

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

                                                                                    TOTAL POINTS:       450

A = 450 – 425 points     

B = 424 - 400

C = 399 - 375

D = 374 – 350

F = 349 points or less

Late Submission of Course Materials:
 

F     WHAT YOU NEED TO KNOW ABOUT SUBMITTING ASSIGNMENTS       E

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 be noted and may be reflected on your teaching dispositions. Unless an assignment is late for emergency reasons, 5 points will be deducted.

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 midnight of 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. 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. 

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.

Classroom Rules of Conduct:
 

  1. Demonstrate respect for yourself, your fellow class members, and your instructor.
  2. Be honest with yourself and others.
  3. Keep your sense of humor.
  4. Participate in discussions and activities, and invite others to participate as well.
  5. Respect the ideas and opinions of others, even when you believe they are wrong.
  6. Contribute to focused, productive learning. This means eliminating distractions such as all electronic devices, off-topic conversations, homework for other courses, writing in planners, etc.

Course Topic/Dates/Assignments:
 

Week

Class

Date

Topics/Assignments

1

1

T

Aug. 18

? TOPIC: Introductions & syllabus: procedures, policies, dispositions

 

o ASSIGNMENT: Bring all required texts to next class

2

R

Aug. 20

? TOPIC: Overview—Assessment, “Diagnosis,” and Remediation

? Take 5 minutes, finish Pre-Assessment

o ASSIGNMENT for Sep. 1: Case Study Text Application #1, Aidan

F To be ready for Field Experience, students should begin selecting authentic texts & gather or create typescripts on their own time

Week

2

3

T

Aug. 25

? TOPIC: Assessing for Reading Difficulties—IRI

4

R

Aug. 27

? TOPIC: Assessment, cont’d

 

Week

3

5

T

Sep. 1

? ACTIVITY: Debrief Aidan

? TOPIC: Assessment, cont’d

? DUE CSTA #1, Aidan

 

? ASSIGNMENT for Sep. 3: bring your IRI to class

? ASSIGNMENT for Sep. 8: CSTA #2, Sara

6

R

Sep. 3

? TOPIC: Reading & the Brain—Deficits, Differences, & Disabilities

? ACTIVITY: Practice using created IRI’s

 

FSTUDENTS BEGIN PRACTICE SESSIONS OUTSIDE CLASS w/FRIEND, CHILD, SPOUSE

FSTUDENTS MUST BEGIN LUMOSITY ONLNE BRAIN “TRAINING” (complete 7-day subscriber promotion sessions—try for 2 per day (10 minutes each session)

Week

4

7

T

Sep. 8

? ACTIVITY: Debrief Sara

? TOPIC: Reading & the Brain—Deficits, Differences, & Disabilities cont’d

? DUE: CSTA #2, Sara

? ASSIGNMENT for Sep. 15: CSTA #3, Jeremy

8

R

Sep. 10

? TOPIC: What Comes After Assessment—Designing Instruction

? TOPIC: Decoding Strategies

? ACTIVITY: Model & Practice decoding strategies

Week

5

9

10

T

Sep. 15

? ACTIVITY: Debrief Jeremy

? TOPIC: Decoding Strategies

? ACTIVITY: Model & Practice decoding strategies

R

Sep. 17

? ACTIVITY: Debrief Sara

? TOPIC: Decoding Strategies

? ACTIVITY: Model & Practice decoding strategies

? TOPIC: Comprehension Strategies

? ACTIVITY: Model & Practice comprehension strategies

? DUE Case Study Text Application #3  Jeremy

? DUE 2 Pre-Assessment Practice (must be approved to begin Field Experience assessment w/learners

 

? ASSIGNMENT for Sept 24, CSTA #4 Angelo

Week

6

11

T

Sep. 22

? TOPIC: ELL, ESOL

? TOPIC: Comprehension Strategies

? ACTIVITY: Model & Practice comprehension strategies

NOTE: This is the week for students to meet site liaison & cooperating teachers; students are to schedule a 1 hour classroom observation, get-acquainted session before 2/29. and a regular schedule for field experience w/cooperating teacher. Take copy of Field Experience Packet w/you.

 

12

R

Sep. 24

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

 

? DUE CSTA #4 Angelo

? DUE: 1.2.9 Peer Review—exchange 1st draft w/partner using Peer Review Sheet

 

Week

7

13

T

Sep. 29

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. 1

? Conduct/complete pre-assessment, assist in classroom

 

 

Week

8

15

T

Oct. 6

? Begin tutoring (if possible), assist in classroom

16

R

Oct. 8

? Tutor, assist in classroom

NOTE: This should be the last day for pre-assessment

 

Week of Oct. 12 - 16: Fall Recess –If tutoring, make sure you manage this time to be able to complete 32 hours by end of Field Experience

Week

9

17

T

Oct. 20

 

NOTE: PARK HILL SCHOOLS ON SPRING BREAK

18

R

Oct. 22

NOTE: PARK HILL SCHOOLS ON SPRING BREAK

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

Week

10

19

T

Oct. 27

? Meet at Park for class—no tutoring this day

20

R

Oct. 29

? Tutor, assist in classroom                                                            

Week

11

21

T

Nov. 3

? Tutor, assist in classroom                                                            

22

R

Nov. 5

? Tutor, assist in classroom                                                                                               

Week

12

23

T

Nov. 10

? Tutor, assist in classroom                                                            

? DUE: 1.2.9 Peer Review—exchange 2nd draft w/partner using Peer Review Sheet

 

24

R

Nov. 12

? Tutor, assist in classroom                                                                     

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

Week

13

25

T

Nov. 17

? Meet at Park for class—no tutoring this day

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

26

R

Nov. 19

? Tutor, assist in classroom/post-assessment

Week

14

 27

T

Nov. 24

? Conduct post-assessment

 

Nov. 26—Thanksgiving = No School

Week

15

28

T

Dec. 1

POST-ASSESSMENT SHOULD BE COMPLETED

29

R

Dec. 3

FINAL DAY ON-SITE F LAST DAY CLASSROOM ASSISTANCE

POST-ASSESSMENT MUST BE COMPLETED

o DUE: Last day to submit assignments that qualify for revision

 

30

R

Dec. 8

8:00-10:00

FINAL EXAM

 

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

o DUE: Course Content Post-Test (done in class; closed book, no notes)

o DUE: 1.2.9 & 1.2. 5.2 Final Draft w/peer reviews to instructor 

o DUE: Field Experience Case Study (will not be scored if submitted after midnight)

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 2008-2009 Undergraduate Catalog Page 87

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 2009-2010 Undergraduate Catalog Page 92

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 "F".
  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 2009-2010 Undergraduate Catalog Page 95
? 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:
 

 

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

Dudley-Marling, Curt, and Paugh, Patricia. (2004). Classroom Teacher’s Guide to Struggling

Readers. Portsmouth, NJ: Heinemann. ISBN: 0-325-00541-9

Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and

            Strategies. New York: Guilford Press. ISBN: 1-57230-877-X

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

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

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Last Updated:8/22/2009 7:30:08 PM