ED546 Advanced Diagnosis and Remediation of Rdng Difficulties

for S2P 2013

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Park University School for Education  Conceptual Framework


ED 546 Advanced Diagnosis andRemediation of Rdng Difficulties


S2P 2013 EDZ


Kershaw, Alicia


Adjunct Faculty


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

Office Location


Office Hours

By Appointment

Daytime Phone


Other Phone





Semester Dates

March 18 to May 10

Class Days

To be determined with Instructor

Class Time

to be determined by instructor

Credit Hours



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.
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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. 

?    .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), ELA Common Core Standards 

(d) Immediately after tutoring sessions, students will fill out a Post-Session Reflection Sheet 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 reflection sheets 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.      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.  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.

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.


Assignment                                                                                      Points                                

Chapter Response Reflections (17%)                                           75

         Field Experience Case Study   

Pre-Assessment Profile/BRI  (17%)                                              75
Post-Session Reflection Sheets (4 @ 12.5 pts) (11%)                     50
Post-Assessment BRI and Report (22%)                                      100
Teaching Strategy (11%)                                                               50

Individual Project (Testing or Professional Activities) (22%)          100

                                              TOTAL POINTS:   (100%)         450

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





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:


Class Session

Topics/ Activities

Assignments Due

 Monday, March 18th Class Meeting


  • Introductions    
  • Syllabus review
  • Introduction to Literacy Difficulties
  • Attitude Surveys and Interest Inventories
  • BRI Overview
  • Strategy Assignments
·         Essential Knowledge/Terms Pre-Assessment
  • 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 1, 2, & 3

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

Week of March 26


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


Week of April 1


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

April 8 Class Meeting


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

Week of April 15 


·         No Class-- Work on projects


Week of April 22


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

Meet with tutoring student two times this week

Week of April 29 


·         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
  • 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 10, 11, & 12

  • PSRS from tutoring
·         Strategy Demo: Summarizing Strategy, Elaboration Strategy, Brainstorming Techniques, Imagery and Graphic Organizers, Metacognitive Awareness, Verbal Visualizing, ReQuest
ReRead 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
5:00 on May 6th Student from Practicum II will share her research.  You are invited to attend this session but it is not mandatory.



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 2012-2013 Graduate Catalog Page 21-22


Plagiarism is 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 2012-2013 Graduate Catalog Page 21

Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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:3/3/2013 4:48:28 PM