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EDE 387 Diagnosis & Remediation ofReading Difficulties
Greene, Judy Ann


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

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



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

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

Park University School for Education  Conceptual Framework


Course

EDE 387 Diagnosis & Remediation of Reading Difficulties

Semester

UU 2010 HOZ

Faculty

Greene, Judy Ann

Title

Adjunct Faculty

Degrees/Certificates

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

Office Location

rm. 315 Copley Hall

Office Hours

By appointment

E-Mail

judy.greene@park.edu

Web Page

http://  N/A

Semester Dates

June 7-July 30, 2010

Class Days

TBD (is Independent Study)

Class Time

TBD (is Independent Study)

Credit Hours

3


Textbook:
 

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

Publishers. ISBN: 978-1-57110-431-1

 

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

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
N/A

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
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): Prepare for class lectures and activities. Students will apply their understanding of the information in all assigned textbooks to “solve” each assigned case study. Students will be given case study information on individual elementary learners, as well as a sheet explaining how to do case studies and a rubric explaining how they will be evaluated for points. This is a formal written assignment and models of CSTA’s will be provided to help guide you in writing them. 

2.     Field Experience: will be determined by instructor and student

 

3.     I Know That I Know Notebook aka IKTIKN (to be done in/out of class; receives point score): Beginning with the second class, each student is to begin collecting all course materials, including in-class notes, and organize them inside a binder.   This is essentially the same thing as a resource notebook for future use in other courses and as classroom teacher. It may be arranged in any fashion according to students' preferences as long as contents are clearly marked by labeled tabs. Students are to bring their notebooks on one of the last two days of class. The instructor will simply look through the notebook to see that it has been done according to these directions in order to receive points. (Core learning outcomes 1)

4.     Final Case Study Application Case study information will be provided. You will be given a form to fill in using knowledge and skills gained from this course to “solve” the reading issue(s) as you did with the CSTA’s.

5.     Course Pre- Assessment and Post-Test: Duringthe first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. Results of the pre-assessment will be used, in part, to determine session topics and learning activities.   The Post-Test will contain the same, but not all, items on the pre-assessment.  The Post-Test is a culminating, summative task. It is half of the final examination, and will earn a raw point score grade. 

·         MoSTEP Standard 1.2.9: Students will complete drafts of this standard for their portfolios. You will address the Quality and Performance Indicators by writing at least 3 drafts using materials provided by the instructor. Each draft must be submitted to a different member of the class for peer review according to the Class Schedule. Each student earns points for (a) 2 drafts, (b) 2 peer reviews, and (c) a 3rd draft revised according to peer feedback. Peer review forms will be provided. All drafts attached to peer review sheets, are due on the day listed in the class schedule. NOTE: the final draft submitted to instructor is still considered to be a draft and does not receive final approval.

Grading:
 

Assignment                                                           Points                                      

Case Study Textbook Applications (4 @ 55 pts)                     220

Strategy Lesson Demonstration & Plan                                               40

Interview                                                                                  30

Field Experience                                                                     400

MoSTEP Standard 1.2.9                                                                        20

Final Case Study Application                                                  30

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

                                                               TOTAL POINTS:       740

Late Submission of Course Materials:
All assignments are to be submitted on due dates mutually determined by students and instructor.  All assignments must be submitted by midnight of July 30.  No assignment submitted after that will be consdered for points.

Course Topic/Dates/Assignments:

The following schedule of topics, activities, and due dates will be adapted for the 8-week summer session.
 
 

TENTATIVE SCHEDULE OF SESSIONS, TOPICS, AND ASSIGNMENT DUE DATES

 

Class

Session

TBD

 

DateS

TBD

Topics/Assignments

1

 

? TOPIC:  Introductions & syllabus:  procedures, policies, dispositions, CSTA’s (use/model

                ReQuest)

 

? DUE:  Course Content Pre-assessment

 

2

 

? TOPIC:  Assessment of Reading Difficulties and IRI structure

? ACTIVITY:  Go over CSTA rubric and complete draft in class (students will need all required texts)

 

? GIVE:  CSTA #1, Aidan (decoding needs)

 

·         To be ready for Sept.  30, students select authentic texts & gather existing typescripts on their own time

 

3

 

? TOPIC:   Assessment, cont’d

?  ACTIVITY: Work in class on creating IRI using authentic texts

 

4

 

? TOPIC:  Assessment

?  ACTIVITY:  Practice using created IRI’s

 

? GIVE:  CSTA #2, Sara (decoding needs)

? DUE Case Study Text Application #1, Aidan

 

STUDENTS MUST BEGIN PRACTICE SESSIONS OUTSIDE CLASS w/FRIEND, CHILD, SPOUSE

 

5

 

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

 

6

 

? TOPIC:  Reading Difficulties—What, & Why? Cont’d

 

? GIVE:  CSTA #3,  Jeremy (comprehension needs)

? DUE:  CSTA #2, Sara

 

7

 

? TOPIC:  Reading Difficulties—What, & Why? Cont’d

 

 

8

 

? TOPIC:  Implementing Assessment Results:  Designing Instruction

? TOPIC:  What Schools Are Using:  Lexiles, Jolly Phonics, Fundamentals, DIBELS, other

? TOPIC:  Instructional Approaches & Strategies--Walker materials

 

? GIVE:  CSTA #4, Monique (decoding & comprehension needs)

? DUE:  CSTA #3, Jeremy

 

 

9

 

? TOPIC:  Decoding/Fluency Strategy Instruction/Modeling/Practice--Echo/NIM (students)

? TOPIC:  Decoding Strategy Instruction/Modeling/Practice--Word Sorts (students)

? TOPIC:  Decoding Strategy Instruction/Modeling/Practice--Glass Analysis (instructor)

 

10

 

?TOPIC:  Comprehension Strategy Instruction/Modeling/Practice—Visualization (students)

? TOPIC:  Comprehension Strategy Instruction/Modeling/Practice--Graphic Orgs.(students)

? TOPIC:  Decoding/Comprehension Strategy Instruction/Modeling/Practice:  Readers’ Theatre

? TOPIC:  Decoding/Comprehension Hands-on Strategies/Activities (instructor)

 

? DUE Case Study Text Application #4, Monique

? DUE  2 Pre-Assessment Practice

 

11

 

? TOPIC:  ELL, ESOL

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

 

NOTE: Instructor will arrange for students to meet site liaison & cooperating teachers; students are to schedule a 1 hour classroom observation, get-acquainted session before 2/24. and a regular schedule for field experience w/cooperating teacher.

 

12

 

? TOPIC:  Forging a relationship with educational insanity

 

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

 

 

13

 

START “FULL TIME’ ON-SITE FIELD EXPERIENCE--BEGIN TWICE-A-WEEK ON-SITE ASSISTANCE/TUTORING

? Conduct pre-assessment/assist in classroom

 

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

 

14

 

? Conduct/complete pre-assessment, assist in classroom

 

15

 

? Begin tutoring (if possible), assist in classroom

 

 

16

 

? Tutor, assist in classroom

 

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

 

17

 

? Tutor, assist in classroom

NOTE:  PARK HILL SCHOOLS ON SPRING BREAK

 

 

18

 

? Tutor, assist in classroom

NOTE:  PARK HILL SCHOOLS ON SPRING BREAK

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

 

19

 

? Tutor, assist in classroom                                                            

 

20

 

? Tutor, assist in classroom                                                            

 

21

 

? Tutor, assist in classroom                                                            

 

22

 

? Tutor, assist in classroom                                                                                               

 

23

 

? Tutor, assist in classroom                                                            

 

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

 

24

 

? Tutor, assist in classroom                                                                     

 

25

 

? Tutor, assist in classroom/begin post-assessment

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

 

26

 

? Tutor, assist in classroom/post-assessment

 27

 

? Conduct post-assessment

 

 

28

 

? Conduct post-assessment

 

 

29

 

 

POST-ASSESSMENT SHOULD BE COMPLETED

 

30

 

FINAL DAY ON-SITE F LAST DAY CLASSROOM ASSISTANCE

POST-ASSESSMENT MUST BE COMPLETED

 

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

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

 

 

31

 

FINAL EXAM

 

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

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

o DUE:  1.2.9 Final Draft to instructor                                                                                                           

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:
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

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 .

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Last Updated:6/6/2010 8:48:26 PM