School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 546 Advanced Diagnosis andRemediation of Rdng Difficulties
S1P 2010 EDX
Greene, Judy Ann
M.A. Special Education
rm. 317 Copley Hall
Jan. 11 - March 7
ED 521 and/or other classes pertaining to: fundamentals of reading, learning/reading deficits and disabilities, phonics
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
Silvaroli, Nicholas J., Wheelock, Warren H. (2003) Classroom Reading Inventory, 10th Ed.
Boston: McGraw-Hill ISBN: 0-07-281966-9
Textbooks can be purchased through the MBS bookstore
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/.
The instructor’s educational philosophy is to encourage teachers to come together as a community of learners. Text readings, notes, lecture, video, computer technology, Socratic and informal discussion, and role-playing will be the instructional modes. It is of paramount importance that teachers seeking a graduate degree exhibit attitudes and skills expected of professionals in education. This includes work ethics as well as oral and written communication. Considering today’s challenges, teachers who can keep students’ needs—both academic and human--as their anchor and guiding force in all interactions are worth their weight in gold.
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:
§ 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.
§ 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.
(a) conduct one practice IRI, then
(b) conduct one actual IRI pre-assessment for actual learner to determine reading strengths and needs, then
(c) design remedial instruction containing outcome statements linked to Missouri Show-Me standards, and
(d) conduct remedial instruction based on the pre-assessment, then follow up by
(e) conducting IRI post-assessment to determine 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 to use their PSRS’s to confer with each other regarding successes and failures during assessment & tutoring, offering feedback, suggestions, and receive guidance from the instructor. While there is really too little time to do full-scale tutoring, there may be enough meaningful difference in post-assessment due to the one-on-one nature of the sessions.
Note: the Field Experience Case Study may be submitted as one whole or two parts according to students’ preference. It must follow the Model 4 Formal Writing found in eCompanion. It is due by midnight of the day listed in the Course Activity Schedule.
3. 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. 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.
4. Portfolio Entries: If required for certification and/or program completion, students are to complete written entries on MoSTEP 1.2.___ for this course. Full points will be given for completed entries that have been reviewed by one of the portfolio tutors located in the Academic Support Center. Tutors may be contacted on an appointment basis through the Academic Support Center on the Park campus 816-584-6330. If a portfolio is not required for certification and/or program completion, full points will be given gratis.
5. Individual Projects: Each student will complete a project based on his/her specific interests and needs regarding assessment and remediation of reading difficulties.
a. Write a proposal stating at least 2 goals and an action plan for achieving them. Submit the proposal for approval to the instructor. Once approved, students will use resources at hand to help achieve their goals. Each textbook must be used as a resource. Students will use the message boards in eCompanion to consult with the instructor regarding progress toward their goals on a regular basis.
b. On the last class, submit a paper that includes the following as underlined headings:
§ Action Plan
§ Achievement of Goals—tell what happened, and include successes and difficulties citing explicit evidence where possible)
§ Resources—each textbook required for this course must be cited at least 3 times along with specific description of how they were used; all other resources must also be cited & described.
§ Reflective Evaluation—give your thoughts, opinions on the overall project—what would you do the same way again? What would you do differently? What were obstacles? What was helpful? Where did the results lead you, i.e., what do you want to do with what you learned, what questions still remain?)
The paper does not need to be of any certain page length; however, it must follow the format presented in the Model 4 Formal Writing found in eCompanion. It will be scored by rubric.
Course Content Pre-assessment (not scored for accuracy) 10
Field Experience Case Study
Pre-Assessment Profile 45
Post-Session Reflection Sheets (5 @ 6 pts) 30
Post-Assessment Report 45
Practice (3 @ 40) 120
Individual Project 120
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. therefore, rely only on point numbers & not percentages listed in ecompanion gradebook.
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:
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 personal and/or 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 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.
§ Teaching Dispositions: Professional demeanor & dispositions are essential evidence that students belong in the classroom—passing grades on assignments are not sufficient. If teaching dispositions are to be evaluated for program completion/certification, the appropriate form will be obtained and used. Students will be evaluated by the instructor and will also evaluate themselves. 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.
? Plan for individual needs
? Course Content Pre-Assessment
? Woodcock-Johnson WJDRB/III—administration &
practice in class
? IRIs—troubleshoot, miscellaneous
? WJ WDRB/III practice (mail, scan & email or fax if necessary)
? Discuss, feedback, troubleshoot assessments, tests,
tutoring/strategies, individual projects
? WJ WDRB/III practice
o Field Experience Report (may submit Pre-Assessment Profile at an earlier time of your own choosing)
NOTE: no assignment will be accepted after midnight of this date.
o Individual Projects
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2009-2010 Graduate Catalog Page 31-32
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35For an eight week course:
• Students may have no unexcused absences.
• One absence will drop the final course grade by one full letter grade.
• A second 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).
• 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 absence: 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 .
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.
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:
o Use correct, standard English technical writing skills (i.e., grammar, usage, and "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.);
o Proofread carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and
o 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 (Model 4 Formal Writing). All students are expected to correctly follow this model for all typewritten assignments. Failure to proofread and/or use the model correctly will result in loss of points.
Bear, Donald R., Invernizzi, Marcia, Templeton, Shane, Johnston, Francine. (2004). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 3e. Upper Saddle NJ: Pearson Merrill Prentice-Hall. ISBN: 0-13-111338-0
Bennett, Barrie, Rolheiser, Carol. (2001). Beyond Monet. Toronto, Ontario: Bookation, Inc. ISBN: 0-9695388-3-9
Birsh, Judith R. (2005). Multisensory Teaching of Basic Language Skills, 2e. Baltimore, MD: Paul H. Brookes Publishing Co. ISBN: 1-55766-676-8
Clay, Marie M. (1993). Reading Recovery: A Guidebook for Teachers in Training. Portsmouth, NH: Heinemann. iSBN: 0-435-08764-9
Clay, Marie M. (2005). An Observation Survey of Early Literacy Achievement, 2e. Portsmouth, NH: Heinemann. ISBN: 0-325-00929-5
Copeland, Matt. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School. Portland, ME: Stenhouse Publishers. ISBN: 1-57110394-5
Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and
Strategies. New York: Guilford Press. ISBN: 1-57230-877-X
Faltis, Christian J., Coulter, Cathy A. (2008). Teaching English Learners and Immigrant Students in Secondary Schools. Upper Saddle, NJ: Pearson Merrill Prentice-Hall. ISBN:
Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking, Talking, and Writing About Reading, K-8. Heinemann Publishers. ISBN:
Freeman, David E., Freeman, Yvonne S. (2004). Essential Linguistics: What You Need to Know
To Teach Reading, ESL, Spelling, Phonics, and Grammar. New York: Heinemann.
Gallagher, Kelly. (2003) Reading Reasons: Motivational Mini-Lessons for Middle and High School. Stenhouse Publishers. ISBN: 1-57110-356-2
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
Harvey, Stephanie, Goudvis, Anne. (2007). Strategies that Work: Teaching Comprehension for Understanding and Engagement, 2e. Portland, ME: Stenhouse Publishers. ISBN: 978- 1-57110-481-6
Johnston, Peter H. (2004) Choice Words: How Our Language Affects Children’s Learning. Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899
Keene, Ellin Oliver. Zimmerman, Susan. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann. ISBN: 0-435-07237-4
LeDoux, Joseph. (2002). The Synaptic Self. New York, NY: Viking. ISBN: 0-670-03028-7
Lyons, Carol A. (2003) Teaching Struggling Readers: How to Use Brain-Based Research to Maximize Learning. Portsmouth, NH: Heinemann Publishers. ISBN:
Manzo, Anthony V., Manzo, Ula C. (1993). Literacy Disorders: Holistic Diagnosis and Remediation. Fort Worth: Harcourt Brace Jovanovich College Publishers. ISBN:
Manzo, Anthony, Manzo, Ula, and Thomas, Matthew. (2005) Content Area Literacy: Strategic
Teaching for Strategic Learning. Wiley Jossey-Bass Education. ISBN: 047115167X
McCracken, Robert A., McCracken, Marlene J. (1972). Reading is Only the Tiger’s Tail: A Language Arts Program. San Rafael, CA: Leswing Press. ISBN: none given
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
Mueller, Pamela N. (2001). Lifers: Learning from At-Risk Adolescent Readers. Boston, MA: Pearson Merrill Prentice-Hall. ISBN: 0-13-191360-3
Pinker, Steven. (1994). The Language Instinct. New York: Harper Collins. ISBN:
Sousa, David A. (2001). How the Brain Learns, 2e. Thousand Oaks, CA: Corwin Press. ISBN: 076197765-1
Spafford, Carol A., Grosser, George S. (2005). Dyslexia and Reading Difficulties: Research and Resource Guide for Working with All Struggling Readers, 2e. Boston: Pearson Allyn- Bacon. ISBN: 0-205-42856-8
Tovani, Chris. (2004) Do I Really Have to Teach Reading? Stenhouse Publishers.
Walker, Barbara J. (2004). Techniques for Reading Assessment and Instruction. Upper Saddle,
NJ: Pearson Education. ISBN: 0-13-171360-
Wiggins, Grant, and McTighe, Jay. (1998). Understanding by Design. Alexandria, VA: ASCD. ISBN: 0-87120-313-8
Last Updated:1/12/2010 2:46:02 PM