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ED 546 Advanced Diagnosis and Remediation of Reading 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.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.
CourseED 546 Advanced Diagnosis and Remediation of Reading Difficulties ED
SemesterS2P2005
FacultyGreene, Judy Ann
TitleAssistant Professor of Education
Degrees/CertificatesBSE, MA SpEd, Reading Specialist PCII
Office LocationCopley Hall, Rm. 317
Office HoursM = 10:00-noon; W = 9-11:00; F = 10:00-noon, or by appointment
Daytime Phone816-584-6421
E-Mailjudy.greene@park.edu
Semester DatesSp II March 14-May 8
Class Days----R--
Class Time5:00 - 9:30 PM
PerquisitesED 521 and/or one other course pertaining to fundamentals of reading, learning/reading deficits and disabilities, phonics
Credit Hours3

Textbook:
Bader, Lois.  (2005)  Bader Reading and Language Inventory;  Pearson, Merrill Prentice Hall.  

Johnson, Peter H.  (2004) Choice Words;  Stenhouse Publishers.  ISBN:  1-57110-389-9

Lyons, Carol A.  (2003)  Teaching Struggling Readers;  Heinemann Publishers. ISBN:  0-325-00435-8

Walker, Barbara J. (2005)  Diagnostic Teaching of Reading:  Techniques for Reading Assessment, 5th Ed.;  Pearson, Merrill Prentice Hall. ISBN:  0-13-112646-6


Course Description:
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.

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:
On completion of this course, teachers will have demonstrated proficiency in the following.  Includes Missouri Standards for Teacher Education Programs (MoSTEP) and National Board for Professional Teaching Core Propositions/Standards (NBPTS):

1. Appreciate and respond effectively to affective needs of students with reading problems.  (MoSTEP 1.2.3.1, 1.2.3.2, 1.2.3.4, 1.2.4.1, 1.2.5.1, 1.2.7.1, 1.2.10.2; NBPTS 1, 2, 3)

2. Communicate effectively with learners, parents, and professional peers regarding reading problems. (MoSTEP 1.2.7.1, 1.2.7.2, 1.2.8.4; NBPTS 5)

3. Become familiar with a variety of assessment tools used to diagnose reading problems.  (MoSTEP 1.2.8.1, 1.2.8.4, NBPTS 2, 3, 4)

4. Select, administer, interpret, write reports of informal and formal reading assessment/test results.  (MoSTEP 1.2.8.4, 1.2.9.1; NBPTS 3, 4, 5)

5. Apply assessment/test results to create and implement an appropriate and effective corrective program of reading.  (MoSTEP 1.2.4.1, 1.2.8.11.2.8.2, 1.2.8.3; NBPTS 1, 3, 4)

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.  (MoSTEP 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.3.2, 1.2.3.4, 1.2.4.1, 1.2.4.2, 1.2.5.1, 1.2.6.1; NBPTS 1, 2, 3, 4)

7. Develop strategies for using technology to enhance the teaching of reading.  (MoSTEP 1.2.7.4, 1.2.11.2, 1.2.11.3, 1.2.11.4; NBPTS 2)

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.  (MoSTEP 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.3.2, 1.2.3.4, 1.2.4.1, 1.2.4.2, 1.2.5.1, 1.2.6.1; NBPTS 1, 2)

9. Demonstrate critical self-reflection to analyze and adjust instructional practices with the goal of improving student learning (MoSTEP 1.2.8.1,1.2.9.1, 1.2.9.3; NBPTS 3, 4)

Course Assessment:
Tentative Listing--Subject to change based on students' entrance level of experience and expertise:  Students are required to:

1. Read textbook chapters/readings as assigned in preparation for class lecture/discussion and activities.
   
a. Complete  Chapter Reflections Sheet as formatted and assigned in Class Topics/Activities table.  Each assigned Chapter Reflections sheet is to be submitted before class starts as listed in the table.  Students are to submit the original; make a copy for personal use.  (Total of 9.)

b. World of Struggling Reader/Learner—prepare an oral and written presentation to the class based on Choice Words.  (Chapters will be assigned at random during the first class session.)  Presentation should include:  

• Summary of each chapter listing main ideas, key points, and details in outline format
• One full paragraph highlighting most essential information in each chapter
• One full paragraph description of most interesting story/anecdote in each chapter
• One role play, based on each chapter's topic, for the class to apply information/ideas contained in each chapter (total two role plays).  

Each role play must have/be

o character/role names
o a brief script of essential dialogue and action for each character/role
o a general description of situation  
o typed complete on one page
o sufficient copies provided for instructor and all members of the class

Students submit original copy of the written section of presentation;
Before class; make a copy for personal use.  (Total of 2 role plays)

2. Complete (IRI) assessments of word recognition, passage comprehension, Oral Reading, and Listening Capacity using Bader Reading and Language Inventory or other standardized IRI containing WR, PC, OR, and LC subtests.

a. Conduct and write results of interview with student

b. Administer, score, and analyze results for three (3) students  Choose students who have reading difficulties, have not been tested with same IRI within 6 months, and whose attendance is stable.  Select one (1) student to tutor.

c. Prepare a written summary using IRI's protocol.  Include:
• Student information (i.e., age, grade level)
• Test information (i.e., name, description/purpose)
• Specific test results (e.g., raw scores, GE, AE, %-tile rank)
• Summary of all results (e.g., strengths & weaknesses, specific areas of need, miscue analysis)

3. Select and use at least three (3) methods or strategies for teaching reading knowledge/skills contained in class text or class lecture.  Base selection upon interview with student and results of IRI.  (Methods and/or strategies may be familiar or new to you, and changed if deemed necessary.)

a) Provide written list of all methods/strategies seriously considered for use in tutoring, and a rationale for why each was and was not chosen to use in tutoring sessions.  

b) Conduct tutoring/teaching sessions of targeted reading skills for a total of at least 720 minutes (12 hrs) with student at regular intervals over six weeks.  For best results, it is strongly recommended that four (4) 30-minute sessions per week be scheduled.  All sessions should be conducted at a regular, predictable time and day each week.

c) Fill out Post-Tutoring Session Sheet for each tutoring session conducted.  Submit originals before start of each next scheduled ED 546 class; make and keep copy for self.  (Total of at least 12)

d) Student being tutored also fills out Post-Reading Reflections sheet after each session.  You may assist student, if needed.  Let student keep original; make copy for self.  (Total of at least 12)

NOTE:  the Post-Tutoring Session Sheet from last session sheet should reflect overall evaluation of sessions—successes, problems, future prospects, most valued thing.

4. Complete written case study of student involved in tutoring sessions according to the format and rubric given in class.  

Grading:
Assignments completed as specified and submitted on time will earn full points according to the list below.  

                                                                                Points

Attendance/Participation (11%) 20 (8 sessions)
Text Reflection Sheets (11%) 20 (9 chs)
IRI sessions (19%) 35 (4 sessions)
Choice Words Presentations (19%) 35
Application Reflection sheets (17%) 30 (12-24)
Case Study (22%) 40

         TOTAL POINTS:   180

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

A = 90 – 100 % 180-162 points
B = 80 – 89  % 161-144      
C = 70 – 79 % 143-126
D = 60 – 69% 125-108

Late Submission of Course Materials:
Late assignments will result in loss of 1 point per day late.  Assignments should be submitted on time even if student is absent (excepting emergencies).  Use fax, email attachment, ask fellow class member and/or friend to deliver to instructor's mailbox, rm. 309 on the third floor of Copley Hall, or to folder on instructor's office door, rm. 317.  Students are advised to submit assignments before their listed due date.

Classroom Rules of Conduct:
Students are to demonstrate the same dispositions, habits of mind, 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:

• In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.

• Key moments can be sabotaged by cell phones.  Making or receiving phone calls during class is rude to fellow class members, and disrespectful to the instructor; therefore, turn them off or on vibrate.

• Wafting odors of burgers, chicken nuggets, and the sounds of salad can drive those who have not had time to forage to the brink of madness; therefore bring only a snack that can be quickly ingested and removed from sight and smell!  In the case of Watson Literacy Center, no food or drink is permitted in any area except for water, which must be in a container with a tight-fitting lid.  Break times will be provided to relieve the need for colas, chips, etc.

• Speak and we will listen—with respect, from everyone.  Students should also exhibit polite consideration when speaking.

• Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink, and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

Course Topic/Dates/Assignments:
Tentative Schedule--Subject to change based on students' level of experience & expertise

 Class ActivitiesAssignments Due
Meeting - 1Bader Reading & Language Inventory (IRI)
• Overview
• Explicit instruction
• Practice in class
 
Meeting - 2Lyons' text chs 2 & 3—Attention, Memory & Learning,
        Language & Learning  
Text presentation
Text reflection
Pre-Assessment Practice forms
Meeting - 3Choice Words  chs 1 & 2—Socratic Seminar dialogueText presentation
Text reflection
Post-Tutoring Reflection Sheets
Meeting - 4Lyons' text ch 4—Emotion, Memory & Learning—lecture, discussion
Walker text presentations ch 4
Choice Words chs 3 & 4—Socratic Seminar dialogue
Text presentation
Text reflection
Post-Tutoring Reflection Sheets
Meeting - 5Bloom's Taxonomy
Walker text presentations, chs 1, 2, 3  
Text presentation
Text reflection
Post-Tutoring Reflection Sheets
Meeting - 6Choice Words chs 5 & 6—Socratic Seminar dialogue
Walker text presentations ch 5  
Practice:  DR-TA, graphic organizers (Story Mapping, Webbing)
Text presentation
Text reflection
Post-Tutoring Reflection Sheets
Meeting - 7Lyons' text chs 5 & 6—Teaching Reluctant, Hard-to-Teach
Choice Words chs 7 & 8—lecture, discussion
Text presentation
Text reflection
Post-Tutoring Reflection Sheets
Meeting - 8Lyons' text ch 7, LD & AD(HD)—lecture, discussion
Practice Retrospective Miscue Analysis, Word Sorts
Post-Tutoring Reflection Sheets
• Case Study Application
Meeting - 9  
Meeting - 10  

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 2004-2005 Undergraduate Catalog
Page 101

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. <a href="http://www.park.edu/catalog">
Park University 2004-2005 Undergraduate Catalog</a> Page 101

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 "WH".
  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 2004-2005 Undergraduate Catalog Page 100

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. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners 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 American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent 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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Copyright:
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