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ED 546 Advanced Diagnosis andRemediation of Rdng Difficulties
Kershaw, Alisha


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of 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's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a 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

ED 546 Advanced Diagnosis andRemediation of Rdng Difficulties

Semester

S2P 2010 EDL

Faculty

Kershaw, Alisha

Title

Adjunct Faculty

Degrees/Certificates

Ph.D Curriculum and Instruction and Urban Leadership in Policy Studies in Education, UMKC
M.S. in Reading Education, NWMSU

Office Location

Off-Campus

Office Hours

By Appointment

Daytime Phone

816-809-0306

Other Phone

816-532-4696

E-Mail

Alisha.Kershaw@park.edu

kershawa@parkhill.k12.mo.us

Semester Dates

March 15 to May 3

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
 

Gunning, Thomas G. (2006). Assessing and Correcting Reading and Writing Difficulties, 4th ed. Boston: Pearson Education Publishers.  
 
Johns, Jerry L. (2008). Basic Reading Inventory, 10th Ed. Dubuque, IA: Kendall/Hunt Publishing Company. 

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

Optional Reading

Johnston, Peter H. (2004). Choice Words: How Our Language Affects Children’s Learning. Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899

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:
ED546 Advanced Diagnosis and Remediation of Reading Difficulties: Explores characteristics, identification and intervention strategies appropriate for students with reading difficulties, includes the study of formal and informal assessments, miscue analysis and recommendation for instructional materials. Examines both traditional and innovative means of teaching reading to students with disabilities. Teachers will practice administering, interpreting and reporting diagnostic results. Prerequisite: ED521 Introduction to Literacy, or at least one other literacy course.

Educational Philosophy:
 

The instructor's educational philosophy is to encourage learners to share, discuss, and work collaboratively in a climate of mutual respect.  The instructor will endeavor to design the classroom environment to maximize engagement.  But engagement is not the instructor's task alone.  Taking responsibility for making the most of the learning opportunities of the course will also be expected of each student. A variety of instructional formats will be used including lectures, readings, and learning groups with the goal of motivating all learners to self-reflect and analyze how  new and/or enhanced knowledge and skills can be applied to his/her future educational practices.

Learning Outcomes:
  Core Learning Outcomes

  1. Appreciate and respond effectively to affective needs of students with reading problems.
  2. Communicate effectively with learners, parents, and professional peers regarding reading problems.
  3. Become familiar with a variety of assessment tools used to diagnose reading problems.
  4. Select, administer, interpret, write reports of informal and formal reading assessment/test results.
  5. Apply assessment/test results to create and implement an appropriate and effective corrective program of reading.
  6. List, describe, and apply knowledge of variety of corrective/adaptive reading strategies, instructional methods, and materials that will help students with reading difficulties, deficits, or disabilities to improve their use of text for learning.
  7. Develop strategies for using technology to enhance the teaching of reading.
  8. Become familiar with a variety of techniques that can be used in the general education classroom setting that will allow the student with disabilities to access the general education curriculum.
  9. Demonstrate critical self-reflection to analyze and adjust instructional practices with the goal of improving student learning


Core Assessment:

Class Assessment:
 

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. This is 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. 

 Independent Testing or Professional Activities. This is a summative, authentic performance mastery task demonstrating what a student has achieved regarding the standards for knowledge and skills required by the course. 

?    Course Content Post-Test. This is also a summative measure of students’ mastery of essential terms and knowledge required by the course. 

.Class Assessment

  1. Field Experience Case Study (Pre-Assessment Profile and Post-Assessment Report)--detailed description, directions, and forms will be provided in class. Students are to select one learner and administer a BRI. The ideal would be to work with a learner who has been identified as a struggling reader. It is permissible to work with your own child or other relative, a neighbor, one of your students (if already teaching), or friend’s child.

Students will:

(a)     conduct one practice BRI with a colleague during class

(b)    gain signed permission to conduct one actual BRI pre-assessment for actual learner to determine reading strengths and needs, then

(c)     design remedial instruction containing outcome statements linked to MO-Step, Missouri Show-Me standards and appropriate grade level expectations (GLEs)  

(d) Immediately after tutoring sessions, students will fill out a Post-Session Reflection Sheet (PSRS) to track and analyze their instruction. 

(e)    conduct remedial instruction based on the pre-assessment, then follow up by

(f)     conducting a BRI post-assessment to determine effectiveness of instruction. 

(g) write the Post-Assessment Report

Students are to use their PSRSs 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.     

  1.  Strategy DemonstrationsEach student will be assigned a reading strategy, then present it and teach it to the class during scheduled class sessions. The instructor and class members will learn and practice the strategy, then provide feedback.

3.  Course Pre- Assessment and Post-Test:  During the first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. This assessment will receive completion points only for a grade. Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities.   Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment. The post-test will be a culminating, summative task; Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.

4.      Independent Testing and/or Professional Activities: This category has been established to accommodate individual leaning needs and interests. Based on your current understanding of the reading process, diagnosis of reading and writing and remedial reading instruction, you may elect any of the following projects to total 100 points. Completed activities may be turned in at any time. Activities must be completed and turned in on the last day of class to receive credit.

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. The textbook must be used as a resource. 

b.     On the last class, submit a paper that includes the following as underlined headings:

·         Goals

·         Action Plan

·         Achievement of Goals—tell what happened, and include successes and difficulties citing explicit evidence where possible. Choose from the options listed below or if you have another idea, please discuss it with me.

·         Resources—the textbook required for this course must be cited along with a specific description of how it was used; all other resources used 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 the 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. It will be scored by rubric.

·         Language Experience Diagnostic Evaluation. Elicit 2 language experience stories from an appropriate level reader, or l language experience story from 2 readers. Turn in the stories and a limited typed summary of your analysis. Analysis criteria will be discussed in class (100 points for two or 50 points for 1). 

·         The Word Writing Café. This measure is meant to measure a student’s ability to write and spell words correctly. It also shows interests, strengths and weaknesses. It also shows the complexity of vocabulary words students use and write. Give this assessment to 10 to 12 students and score the assessment. Turn in the assessments along with a 2 page typed analysis/summary of your impressions of your students’ abilities (100 points).

·         Metacognitive Interview. Conduct an individual metacognitive interview with 2 students. Follow the Metacognitive Interview instructions. Turn in a copy of text, a completed rating sheet for each student, and your audio or video tape of each student (100 points).

·         Developmental Reading Assessment (DRA). Conduct an individual assessment with 2 students. Turn in the assessment sheets along with a 1to 2 page summary of your impressions and analysis of your two readers (100 points for 2 or 50 points for 1).

·         Professional Journals. Identify a topic of personal interest related to reading diagnosis and/or instruction. Locate and read two articles on the topic in professional journals. Suggested journals: Reading Teacher, Language Arts, Journal of Adolescent and Adult Literacy, English Teacher. Following APA format, turn in a ½ page typed annotated bibliographic entry for each article read (50 points). 

·         Review a website devoted to reading. Select a website that’s new to you. Learn how to utilize the site and evaluate its instructional qualities. Report your evaluation by completing a 1 page typed summary about the site. Share the website and what you learned with the class. Discuss with me when you will share the site (75 points).

·         Listening Comprehension. How to assess listening comprehension will be discussed in class. Turn in a 1 page typed paper following the “Analysis of Reading Performance” format of the/BRI Report (25 points).

·         Webbing a Text Chapter. This activity is designed to give you credit for text readings and more importantly, to help you focus attention on important concepts and suggestions identified by our authors. Decide which chapter is of most interest/value to you. Demonstrate your understanding of this chapter by developing a web identifying the important points the authors are making. You will be asked to turn in/share your web with the class when that chapter is discussed (50 points).

·         Miscue Analysis. Conduct an individual Miscue Analysis with one student. Complete and turn in the text script, student’s audio reading and questioning, and the completed scoring sheets. This includes an analysis of student’s strengths and weaknesses (100 points).

·         Woodcock Johnson Diagnostic Reading Battery. Secure a computerized scoring disk for the Woodcock. Purchase/secure a record booklet. Administer the WJ-RB to two different people (not students who may have a learning disability). Turn in the record booklet, your scoring and a 1 page typed reflection for each evaluation (75 points). 
5
5.    5.  Chapter Response Reflections: Write a one page reflection about each chapter from the Gunning Text.  These will be shared during class discussions.  The reflection or journal needs to make links between the text, yourself and the concepts or theories in the course you are studying (75 points).

            Reflective assignments are seen to encourage deep and evaluative thinking; reflection helps people become better at what they do. Because reflection is part of learning in the workplace, reflective assignments allow you to be ‘real’, to identify your own values and assumptions and demonstrate your personal and professional development.A reflection based on a reading consists of your analysis of your reactions to the reading: what it made you think about; whether it helps you understand or be able to explain some aspect of your own life or the life of someone else whom you know well; does it relate to an event that has been in the media recently? Did it make you research further because it was so new, interesting, exciting, or complex? You may also discover that you find yourself writing on how a particular reading opened up your thinking about writings on the same topic by other authors.

You can help yourself by thinking about the content from different perspectives:

  • Personal
  • Social
  • Organizational
  • Cultural
  • Other members of the team/group involved

Reflective tasks are challenging. Make sure you keep track of your thoughts, ideas, problems, and solutions regularly. 

 1. Focus on an experience or event

 2. Describe the experience

 3. Conduct an evaluation/critical analysis

 4. Seek out your key points and the issues of significance

 5. Identify solutions for similar events

The reflective process is also often seen as a cycle as it is through this process that people use their learning and strive to improve by making deliberate changes to their behaviors or trying new approaches. It is very much part of the professional development process in many workplaces.

You will also write in the first person as you are writing about yourself. Include explanations but be explicit and do not repeat yourself.  Revise and edit your reflective assignment as you would any other. Check for repetition: remove unnecessary examples; also remove information about yourself that is not relevant; if you are reflecting on a placement remember to consider people’s privacy and remove personal details about other people.

The good thing about a journal or reflective assignment is that there is no one right answer as each person will have different responses. The important thing is that your reflection links the material you are studying to yourself and the real world in some way.   Students should try to identify their own values, attitudes and beliefs that they think underlie their reactions to the readings and to reflect on how these might affect their learning and changes or affirmations in beliefs.

The journal should not be a summary of each reading.

http://owll.massey.ac.nz/aw_reflectivewriting.html
 
6.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.

Grading:
 

Assignment                                                                                      Points                                

Course Content Pre-assessment (not scored for accuracy)  (2 %)      10

Chapter Response Reflections (16%)                                                 75

Field Experience Case Study   

            Pre-Assessment Profile/BRI  (8.5%)                                     50

Post-Session Reflection Sheets (4 @ 10 pts) (10.5%)            40

            Post-Assessment BRI and Report (21%)                               100

Teaching Strategy (10.5%)                                                                  50

Individual Project (Testing or Professional Activities) (21%)               100

Course Content Post-Test Final (scored for accuracy) (10.5%)           50

                                                     TOTAL POINTS:   (100%)         475

The final grade will be based on the percentage of total points earned.

A=90-100%

B=80-89%

C=70-79%

D=60-69%

F=59% or lower

Late Submission of Course Materials:

  •  Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, or ask fellow class member and/or friend to deliver. Late assignments will result in loss of 1 point per day late. 

   ·            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.

·         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.

Course Topic/Dates/Assignments:
 

Date

Class Session

Topics/ Activities

Assignments Due

3/15

1

  • Introductions    
  • Syllabus review
  • Introduction to Literacy Difficulties
  • Attitude Surveys and Interest Inventories
  • BRI Overview
  • Strategy Assignments

·         Essential Knowledge/Terms Pre-Assessment

·         Course Content Pre-Assessment

·         Read for class discussion: Gunning Chapter 1, 2, & 3

3/22

2

  • Diagnosis of Reading Difficulties
  • Assessments: Formal and Informal (DRA, WDRB, Dibels, Miscue Analysis)
  • BRI Practice
  •  Addressing different audiences with reports
  • Goal Setting for Individual Projects
  • Tutoring Planning

·         Read for class discussion: Gunning Chapter 4, 5, & 6

3/29

3

Tutoring Session Week (Give BRI, Attitude/Reading Inventory, Post-Session Reflection Sheet)

4/5

4

Tutoring Session Week (Write up Pre-Assessment Report, Tutor, Post-Session Reflection Sheet)

 

4/12

5

·         Phonemic Awareness, Phonics, Structural Analysis, High Frequency Words and Fluency

·         LEA, Poetry café, picture Book Pros, Decoding Strategies

·         Tutoring Debriefings

·         Instructional strategies/practice

·          Read for class discussion: Gunning Chapter 7, 8, & 9

·         Independent Testing/Professional Development Goals

·         Share Pre-assessment Profiles-turn in hard copy

·         Post Session Reflection sheets from the last two weeks

·         Strategy Demo: Making Words, Guess the Covered Word, Performance Reading, Context Strategy, Analogy Strategy, Pattern Approach to Syllabication, Singing High Frequency Words

4/19

6

Tutoring Session Week (Tutor, Post-Session Reflection Sheet (2), BRI Post Test)

Meet with tutoring student two times this week

4/26

7

·         Vocabulary, Comprehension, and Content Area Reading

·         Reciprocal Teaching, Book Trailers, Magic Book, Comprehension Strategies

·         Discuss, feedback, troubleshoot assessments, technology resources

·         Tutoring Debriefings

·         Instructional strategies/practice

·         Read for class discussion: Gunning Chapter 10, 11, & 12

  • PSRS from tutoring

·         Strategy Demo: Summarizing Strategy, Elaboration Strategy, Brainstorming Techniques, Imagery and Graphic Organizers, Metacognitive Awareness, Verbal Visualizing, ReQuest

5/3

8

  • Writing Strategies, Tiers of Intervention, Organization of Intervention and Corrective Programs
  • Word Writing Café, Metacognitive Interview
  • Course Content Post-Test
  • Post-Assessment Report sharing
  • Independent Testing/Professional Development Projects sharing

 

·          Read for class discussion: Gunning Chapter 13, 14, & 15

  •  Field Experience Report (add Post-Assessment Report and PSRSs from tutoring to Pre-Assessment Profile)
  • Course Content Post-Test
  • Independent Testing/Professional Development 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:

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


Attendance Policy:

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 35

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 .

Bibliography:
 

Textbook:
 

Gunning, Thomas G. (2006). Assessing and Correcting Reading and Writing Difficulties, 3rd ed. Boston: Pearson Education Publishers.   ISBN: 0-205-44526-5

Johns, Jerry L. (2008). Basic Reading Inventory, 10th Ed. Dubuque, IA: Kendall/Hunt Publishing Company. ISBN

Optional Reading

Johnston, Peter H. (2004). Choice Words: How Our Language Affects Children’s Learning. Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899


Course Description:
ED546 Advanced Diagnosis and Remediation of Reading Difficulties: Explores characteristics, identification and intervention strategies appropriate for students with reading difficulties, includes the study of formal and informal assessments, miscue analysis and recommendation for instructional materials. Examines both traditional and innovative means of teaching reading to students with disabilities. Teachers will practice administering, interpreting and reporting diagnostic results. Prerequisite: ED521 Introduction to Literacy, or at least one other literacy course.

Educational Philosophy:
 

The instructor's educational philosophy is to encourage learners to share, discuss, and work collaboratively in a climate of mutual respect.  The instructor will endeavor to design the classroom environment to maximize engagement.  But engagement is not the instructor's task alone.  Taking responsibility for making the most of the learning opportunities of the course will also be expected of each student. A variety of instructional formats will be used including lectures, readings, and learning groups with the goal of motivating all learners to self-reflect and analyze how  new and/or enhanced knowledge and skills can be applied to his/her future educational practices.

Learning Outcomes:
  Core Learning Outcomes

  1. Appreciate and respond effectively to affective needs of students with reading problems.
  2. Communicate effectively with learners, parents, and professional peers regarding reading problems.
  3. Become familiar with a variety of assessment tools used to diagnose reading problems.
  4. Select, administer, interpret, and write reports of informal and formal reading assessment/test results.
  5. Apply assessment/test results to create and implement an appropriate and effective corrective program of reading.
  6. List, describe, and apply knowledge of variety of corrective/adaptive reading strategies, instructional methods, and materials that will help students with reading difficulties, deficits, or disabilities to improve their use of text for learning. Develop strategies for using technology to enhance the teaching of reading.
  7. Become familiar with a variety of techniques that can be used in the general education classroom setting that will allow the student with disabilities to access the general education curriculum.
  8. Demonstrate critical self-reflection to analyze and adjust instructional practices with the goal of improving student learning



Core Assessment:
 

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. This is 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. 

 Independent Testing or Professional Activities. This is a summative, authentic performance mastery task demonstrating what a student has achieved regarding the standards for knowledge and skills required by the course. 

?    Course Content Post-Test. This is also a summative measure of students’ mastery of essential terms and knowledge required by the course. 

.Class Assessment

  1. Field Experience Case Study (Pre-Assessment Profile and Post-Assessment Report)--detailed description, directions, and forms will be provided in class. Students are to select one learner and administer a BRI. The ideal would be to work with a learner who has been identified as a struggling reader. It is permissible to work with your own child or other relative, a neighbor, one of your students (if already teaching), or friend’s child.

Students will:

(a)     conduct one practice BRI with a colleague during class

(b)    gain signed permission to conduct one actual BRI pre-assessment for actual learner to determine reading strengths and needs, then

(c)     design remedial instruction containing outcome statements linked to MO-Step, Missouri Show-Me standards and appropriate grade level expectations (GLEs)  

(d) Immediately after tutoring sessions, students will fill out a Post-Session Reflection Sheet (PSRS) to track and analyze their instruction. 

(e)    conduct remedial instruction based on the pre-assessment, then follow up by

(f)     conducting a BRI post-assessment to determine effectiveness of instruction. 

(g) write the Post-Assessment Report

Students are to use their PSRSs 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.     

  1.  Strategy DemonstrationsEach student will be assigned a reading strategy, then present it and teach it to the class during scheduled class sessions. The instructor and class members will learn and practice the strategy, then provide feedback.

3.  Course Pre- Assessment and Post-Test:  During the first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. This assessment will receive completion points only for a grade. Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities.   Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment. The post-test will be a culminating, summative task; Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.

4.      Independent Testing and/or Professional Activities: This category has been established to accommodate individual leaning needs and interests. Based on your current understanding of the reading process, diagnosis of reading and writing and remedial reading instruction, you may elect any of the following projects to total 100 points. Completed activities may be turned in at any time. Activities must be completed and turned in on the last day of class to receive credit.

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. The textbook must be used as a resource. 

b.     On the last class, submit a paper that includes the following as underlined headings:

·         Goals

·         Action Plan

·         Achievement of Goals—tell what happened, and include successes and difficulties citing explicit evidence where possible. Choose from the options listed below or if you have another idea, please discuss it with me.

·         Resources—the textbook required for this course must be cited along with a specific description of how it was used; all other resources used 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 the 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. It will be scored by rubric.

·         Language Experience Diagnostic Evaluation. Elicit 2 language experience stories from an appropriate level reader, or l language experience story from 2 readers. Turn in the stories and a limited typed summary of your analysis. Analysis criteria will be discussed in class (100 points for two or 50 points for 1). 

·         The Word Writing Café. This measure is meant to measure a student’s ability to write and spell words correctly. It also shows interests, strengths and weaknesses. It also shows the complexity of vocabulary words students use and write. Give this assessment to 10 to 12 students and score the assessment. Turn in the assessments along with a 2 page typed analysis/summary of your impressions of your students’ abilities (100 points).

·         Metacognitive Interview. Conduct an individual metacognitive interview with 2 students. Follow the Metacognitive Interview instructions. Turn in a copy of text, a completed rating sheet for each student, and your audio or video tape of each student (100 points).

·         Developmental Reading Assessment (DRA). Conduct an individual assessment with 2 students. Turn in the assessment sheets along with a 1to 2 page summary of your impressions and analysis of your two readers (100 points for 2 or 50 points for 1).

·         Professional Journals. Identify a topic of personal interest related to reading diagnosis and/or instruction. Locate and read two articles on the topic in professional journals. Suggested journals: Reading Teacher, Language Arts, Journal of Adolescent and Adult Literacy, English Teacher. Following APA format, turn in a ½ page typed annotated bibliographic entry for each article read (50 points). 

·         Review a website devoted to reading. Select a website that’s new to you. Learn how to utilize the site and evaluate its instructional qualities. Report your evaluation by completing a 1 page typed summary about the site. Share the website and what you learned with the class. Discuss with me when you will share the site (75 points).

·         Listening Comprehension. How to assess listening comprehension will be discussed in class. Turn in a 1 page typed paper following the “Analysis of Reading Performance” format of the/BRI Report (25 points).

·         Webbing a Text Chapter. This activity is designed to give you credit for text readings and more importantly, to help you focus attention on important concepts and suggestions identified by our authors. Decide which chapter is of most interest/value to you. Demonstrate your understanding of this chapter by developing a web identifying the important points the authors are making. You will be asked to turn in/share your web with the class when that chapter is discussed (50 points).

·         Miscue Analysis. Conduct an individual Miscue Analysis with one student. Complete and turn in the text script, student’s audio reading and questioning, and the completed scoring sheets. This includes an analysis of student’s strengths and weaknesses (100 points).

·         Woodcock Johnson Diagnostic Reading Battery. Secure a computerized scoring disk for the Woodcock. Purchase/secure a record booklet. Administer the WJ-RB to two different people (not students who may have a learning disability). Turn in the record booklet, your scoring and a 1 page typed reflection for each evaluation (75 points). 

5.   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.

Grading:
 

Assignment                                                                                      Points                                

Course Content Pre-assessment (not scored for accuracy)  (2 %)    10

Chapter Response Reflections (16%)                                                 75

Field Experience Case Study   

            Pre-Assessment Profile/BRI  (8.5%)                                     50

Post-Session Reflection Sheets (4 @ 10 pts) (10.5%)            40

            Post-Assessment BRI and Report (21%)                               100

Teaching Strategy (10.5%)                                                                  50

Individual Project (Testing or Professional Activities) (21%)         100

Course Content Post-Test Final (scored for accuracy) (10.5%)           50

                                                     TOTAL POINTS:   (100%)         475

The final grade will be based on the percentage of total points earned.

A=90-100%

B=80-89%

C=70-79%

D=60-69%

F=59% or lower

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:

·         Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, or ask fellow class member and/or friend to deliver. Late assignments will result in loss of 1 point per day late. 

·         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.

·         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.

Course Topic/Dates/Assignments:
 

Date

Class Session

Topics/ Activities

Assignments Due

3/15

1

  • Introductions    
  • Syllabus review
  • Introduction to Literacy Difficulties
  • Attitude Surveys and Interest Inventories
  • BRI Overview
  • Strategy Assignments

·         Essential Knowledge/Terms Pre-Assessment

·         Course Content Pre-Assessment

·         Read for class discussion: Gunning Chapter 1, 2, & 3

3/22

2

  • Diagnosis of Reading Difficulties
  • Assessments: Formal and Informal (DRA, WDRB, Dibels, Miscue Analysis)
  • BRI Practice
  •  Addressing different audiences with reports
  • Goal Setting for Individual Projects
  • Tutoring Planning

·         Read for class discussion: Gunning Chapter 4, 5, & 6

3/29

3

Tutoring Session Week (Give BRI, Attitude/Reading Inventory, Post-Session Reflection Sheet)

4/5

4

Tutoring Session Week (Write up Pre-Assessment Report, Tutor, Post-Session Reflection Sheet)

 

4/12

5

·         Phonemic Awareness, Phonics, Structural Analysis, High Frequency Words and Fluency

·         LEA, Poetry café, picture Book Pros, Decoding Strategies

·         Tutoring Debriefings

·         Instructional strategies/practice

·          Read for class discussion: Gunning Chapter 7, 8, & 9

·         Independent Testing/Professional Development Goals

·         Share Pre-assessment Profiles-turn in hard copy

·         Post Session Reflection sheets from the last two weeks

·         Strategy Demo: Making Words, Guess the Covered Word, Performance Reading, Context Strategy, Analogy Strategy, Pattern Approach to Syllabication, Singing High Frequency Words

4/19

6

Tutoring Session Week (Tutor, Post-Session Reflection Sheet (2), BRI Post Test)

Meet with tutoring student two times this week

4/26

7

·         Vocabulary, Comprehension, and Content Area Reading

·         Reciprocal Teaching, Book Trailers, Magic Book, Comprehension Strategies

·         Discuss, feedback, troubleshoot assessments, technology resources

·         Tutoring Debriefings

·         Instructional strategies/practice

·         Read for class discussion: Gunning Chapter 10, 11, & 12

  • PSRS from tutoring

·         Strategy Demo: Summarizing Strategy, Elaboration Strategy, Brainstorming Techniques, Imagery and Graphic Organizers, Metacognitive Awareness, Verbal Visualizing, ReQuest

5/3

8

  • Writing Strategies, Tiers of Intervention, Organization of Intervention and Corrective Programs
  • Word Writing Café, Metacognitive Interview
  • Course Content Post-Test
  • Post-Assessment Report sharing
  • Independent Testing/Professional Development Projects sharing

 

·          Read for class discussion: Gunning Chapter 13, 14, & 15

  •  Field Experience Report (add Post-Assessment Report and PSRSs from tutoring to Pre-Assessment Profile)
  • Course Content Post-Test
  • Independent Testing/Professional Development 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:

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

Attendance Policy:

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 35
For 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:  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.

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.

Written AssignmentsClear written and spoken communication is absolutely essential and expected specifically for this course and in general for 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: 

·         Use correct, Standard English technical writing skills (i.e., grammar, usage, and "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.);

·         Proofread carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and

·         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. 

Bibliography:
 

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

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

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

       Fluency: Thinking,  Talking, and Writing About Reading, K-8. Heinemann Publishers. ISBN: 0-325-00308-4

 To Teach Reading, ESL, Spelling, Phonics, and Grammar. New York: Heinemann.ISBN: 0-325-00274-6

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: 0-325-00435-8

Manzo, Anthony V., Manzo, Ula C. (1993). Literacy Disorders: Holistic Diagnosis and         Remediation. Fort Worth: Harcourt Brace Jovanovich College Publishers. ISBN:0-03-072633-6

Manzo, Anthony, Manzo, Ula, and Thomas, Matthew. (2005) Content Area Literacy: StrategicTeaching for Strategic Learning. Wiley Jossey-Bass Education. ISBN: 047115167X

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

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. ISBN: 1-57110-376-7

Walker, Barbara J. (2004). Techniques for Reading Assessment and Instruction. Upper Saddle, NJ: Pearson Education. ISBN: 0-13-171360-

Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: ASCD. ISBN: 0-87120-313-8

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Last Updated:3/4/2010 5:07:16 PM