EDE387 Diagnosis & Remediation of Reading Difficulties

for FA 2012

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EDE 387 Diagnosis & Remediation of Reading Difficulties


FA 2012 HO


Dr. Shannon Cuff


Assistant Professor of Literacy Education


Bachelor of Arts, Secondary Education and English
Masters in Education
Doctor of Philosophy, Literacy Education

Office Location

Watson Literacy Center, Mabee 330B

Office Hours

Tuesday & Thursday: 10:30--11:30, Monday & Wednesday: 10:30--11:30 & 1:30--4:30

Daytime Phone




Semester Dates

August 20, 2012--December 14, 2012

Class Days


Class Time

8:45 - 10:00 AM


EDE 380 and admission to the School for Education

Credit Hours



Diller, D. (2007). Making the most of small groups: Differentiation for all. Portland, ME: Stenhouse Publishers. ISBN-10: 1571104313.
Gunning, T.G. (2010). Assessing and correcting reading and writing difficulties (4th ed.). Boston: Allyn & Bacon. ISBN: 0-205-44526-5.
Johnston, P.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:

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

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

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

1.    Your Name

2.    The Contract Period you wish to purchase

3.    Your student identification number

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

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

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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 to prepare teachers to individualize reading instruction within a literacy program in the elementary school. Prerequisite: EDE380 and admission to the School for Education. To be taken concurrently with EDE360C 3:0:3

Educational Philosophy:

Teachers are catalysts for their students' learning process and educational experiences.  My goal is to work collaboratively with my students to deepen their knowledge of literacy education and facilitate their growth as educators.  Respect for one another is critical to establishing a culture and climate where all ideas may be expressed.  We will engage in conversations that challenge us to think about how to best teach every child.  Teachers must strive to work with the whole individual and provide authentic learning opportunities in order to promote growth and academic success. 

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:

The following list is an overview of the assignments for this course.  More information for each assignment will be given as needed.  Additionally, students may be asked to complete smaller assignments as they relate to the assessments listed below.
1. Professional Readings: Throughout the semester, you will be assigned readings from your textbooks.  Additionally, you will locate other texts and journal articles to help you learn about reading strategies to implement with the student you tutor.  After each reading, you will submit a reflection and analysis of what you read either using a prompt provided by me or a selection you choose from the "A Bajillion Ways to Respond" handout.

2. Strategy Notebook Write-Up and Presentation:  You will be researching multiple reading strategies to implement with the student you'll be tutoring this semester.  You will choose one of these strategies and create a one-page handout for me and your peers to file in a strategy notebook for future use.  You will submit this write-up to me for evaluation, and you will also present your strategy to the class.

3.  Field Experience Case Study: Rubrics, models, and materials will be provided. You will be assigned by me and school liaisons to a particular school and learner to complete 1-on-1 assessment and tutoring. Your principal, teacher(s), and/or literacy coaches will determine who your learner is.  The Field Experience Case Study is a combination of two assignments, the Pre-Assessment Profile and Post-Assessment Report.  You will also complete post-session reflection sheets after each tutoring session and share the highlights of each reflection in class.
(a)     Pre-Assessment Profile: This is a formal report in which you tell your cooperating teacher (and possibly parents) what you did to assess your learner’s reading skills, what you found out, and the instruction you plan to use during tutoring sessions.
(b)    Post-Assessment Report: This is a formal report in which you tell your cooperating teacher (and possibly parents) what happened during tutoring, the results of assessment after tutoring, what affected tutoring, and suggestions for the future.

4. School for Education Portfolio (required for graduation and Missouri teacher certification): Students will choose two artifacts created during this class and write drafts of cover sheets for these artifacts for your SFE portfolio.  You will write three drafts of both cover sheets. Two drafts will be peer reviewed, and the final draft will be submitted to me for evaluation.  You will earn points for (a) 2 drafts, (b) 2 peer reviews, and (c) a 3rd draft revised and submitted to me according to peer feedback for each artifact cover sheet.



Final grades are calculated by points only.  Each assignment will be assigned a point value.  Students will receive rubrics for each assignment before points are determined to aid them in earning the grade they desire.  Additionally, students will receive points for attendance and participation.  A student's grade will be lowered half a letter grade after the third absence and/or late entry (15 minutes or more) to class.  Please note that unless I receive a message from you before class begins that you will not be in attendance, it will be counted as an absence.  The weight attached to each course requirement is as follows:

Attendance and Participation: 10%

Professional Readings: 20%

Strategy Write-Up and Presentation: 10%

Field Experience Report: 40% (20% for Pre-Assessment Profile and 20% for Post-Assessment Profile)

SFE Portfolio: 20%

Late Submission of Course Materials:

Assignments should be submitted on time even if a student is absent (excepting emergencies).  Use email or ask a fellow classmate/friend to deliver the assignment to class or Dr. Cuff's mailbox on her office door. 

Dr. Cuff will accept late assignments up to one class meeting after their due date.  The assignment will be evaluated and an additional 10% deduction will be applied to the final score.  No assignment will be accepted after that time period.  Students may speak to Dr. Cuff individually if an emergency prohibits the submission of an assignment.  Late assignments will be noted, and if you are an education degree-seeking student, may be reflected in your teaching dispositions evaluation.

Classroom Rules of Conduct:

You are expected to be on time and refrain from leaving early.

Classroom participation is part of your grade in this course.  To participate, you must attend class having prepared the materials for the day and engage in classroom discussion.

Classroom discussion should be respectful to everyone and relevant to the topic we are discussing.  Classroom discussion is meant to allow us to hear a variety of viewpoints.  This can only happen if we respect each other and our differences.

Electronic devices must be turned off during class, unless you have informed me ahead of time that you are expecting an emergency message.  Your final participation grade will be lowered if you choose to use an electronic device during class.

Course Topic/Dates/Assignments:

The following is a general overview of this course.  Students will receive a detailed schedule of course topics and assignments every four weeks.  Please note our schedule is flexible and will be determined based on students' needs.
Week 1: Introduction to Course, Overview of diagnosis and remediation
Week 2: Systems of Language, Understanding the Struggling Reader
Week 3: Assessing the Struggling Reader, Information about IRIs
Week 4: Practice Using IRIs, Practice pre-assessment
Week 5: Pre-Assess your reader
Week 6: Pre-Assess your reader, write up your pre-assessment report.  What happens after diagnosis?  Begin thinking about designing instruction
Week 7: Begin strategy implementation in the field
Week 8: Continue tutoring in the field
Weeks 9-13: Continue tutoring in the field.  During class we will discuss concerns and strategies for instruction and present our strategy notebook write-ups
Weeks 14-16: Conduct post-assessment, write up post-assessment report, work on drafts of SFE portfolio cover sheets

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

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. from Park University 2011-2012 Undergraduate Catalog Page 95

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 2011-2012 Undergraduate Catalog Page 98

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:8/16/2012 4:00:57 PM