EDE387 Diagnosis & Remediation of Reading Difficulties

for SP 2010

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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


EDE 387 Diagnosis & Remediation ofReading Difficulties


SP 2010 HO


Greene, Judy Ann


Ass't. Professor


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

Office Location

rm. 317 Copley Hall

Office Hours

W 9:30-3:30 & R 2:30-4:30, or by appointment

Daytime Phone




Semester Dates

Jan. 11 - May 7

Class Days


Class Time

8:45 - 10:00 AM


EDE 380

Credit Hours



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

Publishers. ISBN-10: 1571104313

Gunning, Thomas G. Assessing and Correcting Reading and Writing Difficulties, 4e.  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

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


 2 years


 3 years


 4 years


 5 years


6 years


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!!

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.

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:

Reflective Journal

Class Assessment:

  1. Case Study Textbook Applications (CSTA): A series of case studies of different learners will be given to you. Using all required texts plus 1 online journal article, you will identify needs, strengths, strategies & activities, and tell how you would communicate to help develop reading skills and a stronger sense of self-efficacy. You will be given directions, a rubric, and a model to do your CSTA’s. You will all share your findings with each other during class sessions. CSTA’s prepare you to do the Field Experience Case Study and the Final Exam. 
  1. Online Brain Training: Sign up for 7-day trial version of Lumosity online. Complete all training sessions over the course of 7 seven days. Print out your profile and training session reports to submit. Keep a journal of your reflections on your performance during each session, e.g., how did mistakes affect performance? What self-talk did you hear & how did it affect your performance? What did you notice your brain doing? Why did your performance change over time? What was hardest; what was easiest?
  1.  Field Experience Case Study::   Rubrics, models, and materials for this are provided. You will be assigned by me and school liaisons to a particular school and learners to complete at least 32 hours of combined classroom assistance and 1-on-1 assessment and tutoring. Your principal, teacher(s), and/or coaches will determine who your learners are. Though circumstances vary each semester with how Field Experience occurs, i.e., EDE 385 and each school, it is definite you will need 2 learners for reading to insure that you complete the Field Experience Case Study. Ideally, Field Experience occurs between EDE 387 & 385 so I can be available to you onsite at least once a week. However, your teacher(s) may need a different schedule. Learners’ needs come 1st, your cooperating teacher’s comes 2nd, and yours come 3rd. Your Field Experience schedule should be arranged so that all needs are best served.

The Field Experience Case Study is a combination of 2 assignments—Pre-Assessment Profile and Post-Assessment Report. Rubrics and models are provided. 

(a)     Pre-Assessment Profile: this is a formal, cordial technical report in which you tell your cooperating teacher (and possibly parents) what you did to assess your learner’s reading skills, what you found out, and the instruction you plan to use during tutoring sessions.

(b)    Post-Assessment Report: this is a formal, cordial technical report in which you tell your cooperating teacher (and possibly parents) what happened during tutoring, the results of assessment after tutoring, what affected tutoring, and suggestions for the future.

  1. Final Case Study Application  This is the 1st part of the Final Exam. Using an actual, formal case study, you will be given a fill-in-the-blank form to identify the same elements in the CSTA assignment. You are to use your textbooks for this part of the Final Exam.  
  1. Course Pre- Assessment and Post-Test: Duringthe 1st class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course outcomes. The Pre-Assessment is not scored for points. Results of the pre-assessment will be used, in part, to determine session topics and learning activities. You will be given a blank copy of the Pre-Assessment to use to study for the Post-Test. The Post-Test will contain the same items, though not all of them.   The Post-Test is the 2nd part of the Final Exam and will receive a point score based on percentage of points for correct answers.
  1. MoSTEP Standard 1.2.9: Students will complete drafts of these standards for their portfolios. You will address the Quality and all 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. Feel free toyou’re your peer groups in EDE 385 for this! NOTE: the final draft submitted to instructor is still considered to be a draft and does not receive final approval.



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

Online Brain Training                                                                                        50

Pre-assessments Practice (2 @ 15 pts)                                                             30

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

MoSTEP Standard 1.2.9 (3 drafts w/peer reviews @ 10 pts                                 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:       500

A = 500 – 475 points     

B = 474 - 450

C = 449 - 425

D = 424 – 400

F = 399 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:




  • As we all do, I make errors in writing, calculating, dates, etc. I appreciate being respectfully informed of errors so I can correct them. After all, this is what I expect of you now. There is a bigger issue here, though. It is one thing to make an error, but quite another to pretend teachers are perfect or that it is an unforgivable sin for a teacher to get something wrong. You can teach your future learners as much about real learning by how you handle your own mistakes, as well as theirs—“It’s not that you fall down, it’s how you get back up that counts!” These are opportunities to understand more deeply and to make improvements. EDE 387 is as much a product of past students’ contributions as anything or anyone else.



o       Assignments should be submitted on time even if you are absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to my mailbox in rm. 309 of Copley Hall, or the doorbox on my office door.

o       Late assignments will lose 5 points unless it is due to an emergency listed above. (BTW, this is a good time to mention evaluation of your teaching dispositions. Evaluations below “At” are likely to be given if you: submit more than one assignment late; come to class late or leave early more than once; ask questions or submit assignments that obviously show you have not read the syllabus &/or rubrics. It’s one thing to not understand something you have read in the syllabus/rubrics, and quite another to simply assume you don’t need to bother. 

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 regularly scheduled class session before finals week—see the table at the end. 


o       Assignments must be submitted in person. I will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.

o       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.


o       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 the syllabus and/or study the rubrics in eCompanion were not read carefully. This has resulted in drop of 1 or more full letter grades. GRADES ARE DETERMINED BY POINTS ONLY, NOT PERCENTAGES LIST IN ECOMPANION GRADEBOOK.

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, I will inform the class via email. PLEASE ask ME if you are uncertain about something you have read in this syllabus or rubric. It’s routine to ask each other about assignments; however, on occasions In the past, this has resulted in loss of points.

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:








Jan. 12

? ACTIVITY: Introductions; Course Content Pre-Assessment

? TOPIC: Syllabus—read it & be ready for quiz next class




Jan. 14

? ACTIVITY: Syllabus quiz, questions, etc.

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

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





Jan. 19

? TOPIC: Assessing for Reading Difficulties—IRI



Jan. 21

? TOPIC: Assessment, cont’d






Jan. 26

? TOPIC: Assessment, cont’d



Jan. 28

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

? ACTIVITY: Practice using created IRI’s



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





Feb. 2

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



Feb. 4

? TOPIC: What Comes After Assessment—Designing Instruction





Feb. 9



Feb. 11

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





Feb. 16


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.




Feb. 18

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


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






Feb. 23



? Conduct pre-assessment/assist in classroom

NOTE: Students begin Post-Session Reflection Sheets after each assessment/tutoring session starting w/1st assessment session



Feb. 25

? Conduct/complete pre-assessment, assist in classroom






Mar. 2

PROF. GREENE HAS SURGERY—if possible, use this time to complete pre-assessment of your learners



Mar. 4

PROF. GREENE RECUPERATING--if possible, use this time to complete pre-assessment of your learners


Week of March 8 - 12: Spring Recess –If tutoring, make sure you manage this time to be able to complete 32 hours by end of Field Experience





Mar. 16

? Tutor, assist in classroom



Mar. 18

? Tutor, assist in classroom





Mar. 23

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



Mar. 25

? Tutor, assist in classroom                                                            





Mar. 30

? Tutor, assist in classroom                                                            



Apr. 1

? Tutor, assist in classroom                                                                                               





Apr. 6

? Tutor, assist in classroom                                                            

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




Apr. 8

? Tutor, assist in classroom                                                                     

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





Apr. 13

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



Apr. 15

? Tutor, assist in classroom





Nov. 24

? Conduct post-assessment





Apr. 20

? Conduct post-assessment



Apr. 22

? Conduct post-assessment






Apr. 27

? Conduct post-assessment



Apr. 29



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




May 6




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 2009-2010 Undergraduate Catalog Page 92

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
• You may have no more than 2 absences.
• A 3rd & 4th absence will drop your final course grade by 1 letter grade.
• A 5th absence will drop the grade by 2 letter grades.
• It is considered standard professional courtesy for you to notify me by phone or email ahead of time for any and all absences or late arrival/early departures (excepting emergencies).  
• The following will be unconditionally excused and require documentation:  medical or dental emergency, hospitalization of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.  If such a situation results in a 3rd or more absence, documentation is required.
• The following will not be considered for excused status in excess of the 2 absences allowed:  job schedule, wedding or other family event, other class schedule/online test, and other situations that are avoidable by responsible planning.  If you are in doubt, ask the instructor first.  
• 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:


Writing skills are an essential part of all typewritten assignments. Principals & parents expect teachers to have mastery of the skills they teach to children; teachers need the respect and cooperation from both principals & parents. Another consideration is that this is usually the last class before you do your student teaching & submit portfolio entries. Therefore, all written and spoken communication will be subject to correction. (This includes the instructor!) All assignments receiving rubric points include a score for correct basic writing skills. Errors in basic writing skills, and failure to proofread and/or correctly use the model for formal written assignments result in loss of points.  

You will avoid point loss, and save time in the long run by doing the following:

(1)        Use the “Model for Formal Writing” provided in eCompanion. It shows you how typewritten assignments are to be formatted. It will also provide you with examples of proper technical writing skills, including examples of the most common errors for which I dock points. If it is obvious you have not read this, I will hand it back to you for revision until it meets expectations for this.

(2)        Make certain jargon (terms and phrases particular to reading & instruction) are defined and used correctly, and can be easily understood by a parent, another teacher, and/or administrator.   This is one of the core outcomes. Therefore, all formal, typed assignments should be written with these people in mind—NOT me. In fact, the most important written assignment, the Field Experience Case Study, will be given to your cooperating teachers who may make an additional copy to give to parents. 

I strongly suggest that you use “Proofreading Tips” provided in eCompanion. Reading through the Model and the rest this may seem like something you can get by without doing—but believe me, past students would tell you to do


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:1/8/2010 1:48:42 PM