Freed-Hardeman University
Graduate Studies in Education
Syllabus
EDU 511 - Diagnosis and Remediation of Reading Difficulties
I. EDU 511: Diagnosis and Remediation of Reading Difficulties
3 semester hours
Instructor: Dr. Elizabeth A. Saunders
Office - Gardner Center, Rm GC 02B
1-800-639-3480, (731)989-6087
esaunders@fhu.edu
II. Course Description
The principles and techniques used in diagnosing and treating reading difficulties
in the classroom are presented. The details of construction, administration, and
interpretations of various assessments are considered along with how the
assessment techniques can be integrated in a classroom and various techniques
used in teaching reading to the beginning and middle school reader. Current research will be used to present systematic and explicit instruction in phonemic awareness, fluency, vocabulary, and comprehension. Lesson plans will be prepared using a lesson design to instruct a whole class and a student receiving tutoring. (University Graduate Catalog)
III. Student Competencies Sought
A. The student will know the content of reading and language arts curriculum by meeting the goals of the Standards for Reading Professionals developed by the Professional Standards and Ethics Committee of the International Reading Association (Refer to IV in the course syllabus). The goals will be met through assignments, readings, class discussions, presentations, and tutoring. Topics covered on the PRAXIS test will be presented in our checklist format, and as students acquire competency, the topic can be checked.
B. The student will prepare a summary and reflection of articles on research-based practices in teaching reading.
C. The student will prepare lesson plans from a basal reader series using a variety of strategies, technology, and appropriate Internet resources. One of the lesson plans will be presented in a micropresentation to his/her peers. The lesson plan will be critiqued by the instructor. The lesson presentation will be critiqued by the instructor and peers. The student will complete a reflection guide on his/her lesson presentation.
D. The student will diagnose, prepare a prescription for and make satisfactory attempt at improving the reading skills of a student. The student will reflect on and evaluate each tutorial session by means of "theory-to-practice" logs.
E. The student will participate in a cooperative learning group to prepare and present strategies from one of the following components of a balanced reading program to his/her peers: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The presentation will include technology and a critique by the instructor and peers.
F. The student will find evidence in a basal reading program that addresses each of the components of a balanced reading program.
IV. Course Content
A. Motivating Students to Read
B. Involving Parents to Improve Reading
C. Standardized Tests That Can Be Used in the Reading: Gilmore Oral Reading, DIBELS, etc.
D. Informal Assessments: Informal Reading Inventory, Cloze Procedure, etc.
E. Fostering Emergent Literacy and Beginning Reading
F. Identifying Words
G. Developing and Extending Vocabulary
H. Developing Fluency and Successful Oral Reading Behaviors
I. Promoting Comprehension
J. Extending Comprehension
V. Conceptual Framework - "Reflective Educators Seeking to Serve"
The following parts of the conceptual framework will be addressed in this course:
1. Reflective Educators Seeking to Serve know the academic content of their
discipline.
b. Students will pass appropriate PRAXIS Exams (Reading and Language Arts curriculum, Instruction and Assessment)
(Complete a checklist as topics are presented in class)
3. Reflective Educators Seeking to Serve continually reflect on and evaluate their choices and actions.
a. Students will demonstrate self-reflection based on assignments/projects.
(Submit a summary and reflection of assigned articles, submit weekly summary/reflection theory-to-practice logs each week to be placed in portfolio, complete a reflection guide on the micropresentation of lesson presented in class)
4. Reflective Educators Seeking to Serve create instructional opportunities that are adapted to diverse learners.
a. Students will demonstrate individual instructional techniques with measurable objectives.
(Prepare four lesson plans with measurable objectives from a basal reader series)
b. Students will identify those learners with diversities in need of exceptional instruction.
(Using a variety of assessments, students will diagnose, prepare a prescription and make satisfactory attempt at improving the reading skills of a student)
d. Students will demonstrate proficiencies for working with students with diverse backgrounds and exceptionalities to ensure that all students have the opportunity to learn.
(Using a variety of assessments, students will diagnose, prepare a prescription and make a satisfactory attempt at improving the reading skills of a student.)
e. Students will demonstrate effective use of technology when working with all learners.
(Prepare a PowerPoint presentation for the micropresentation and strategy presentation, search websites to use in planning the lesson plans and strategy presentations)
5. Reflective Educators Seeking to Serve understand and use a variety of instructional strategies that recognize and address variation in learning styles.
a. Students will be able to demonstrate multiple teaching strategies to effectively address the various learning styles of their students via the incorporation of these teaching strategies into their lesson plans.
(Prepare four lesson plans incorporating various strategies and learning styles)
b. Students will demonstrate their knowledge of various teaching strategies by presenting these strategies to their peers for peer evaluation and reflection
(Prepare various reading strategies and present a presentation to peers for evaluation and reflection)
c. Students will apply their knowledge of various instructional strategies by incorporating these strategies on lessons presented.
(Prepare various reading strategies and present a presentation to peers for evaluation and reflection)
6. Reflective Educators Seeking to Serve create a learning community in which students assume responsibilities for themselves and one another.
a. Students will demonstrate shared responsibility by working in groups to make decisions and negotiate to complete a task.
(Cooperative groups will be formed to select and present various strategies which can be used to teach reading)
c. Students will complete independent projects/assignments.
Locate, diagnose, prepare a prescription for, and make a satisfactory attempt at improving the reading skills of a student; complete and submit a textbook screening instrument on a basal reader program)
7. Reflective Educators Seeking to Serve know and use effective verbal, nonverbal, and media communication techniques.
a. Students will demonstrate effective oral communication techniques in classroom presentations.
(Presentation and critique of strategies and lesson presentation)
b. Students will demonstrate effective written communication skills
in assigned papers, logs, lesson plans, and other written documents.
(Prepare and submit weekly "theory-to-practice" logs and prepare and submit four lesson plans)
c. Students will demonstrate effective non-verbal communication techniques in their presentations and will interpret non-verbal communication from the audience so as to adjust their presentations.
(Present a classroom simulation of a micropresentation of a lesson to peers for critique by instructor and peers)
d. Students will evaluate Internet resources.
(Select and present appropriate websites to prepare lesson plans and use in presenting micropresentation of lesson)
8. Reflective Educators Seeking to Serve use technology as a tool to enhance student learning.
a. Students will demonstrate knowledge, skills, and understanding of concepts related to technology.
b. Students will plan and design effective learning environments and experiences supported by technology.
VI The Standards for Reading Professionals developed by the Professional Standards and Ethics Committee of the International Reading Association are identified.
A. The student will be able to recognize that reading should be taught as a
Process. Standard 1.0 Theoretical Base
B. The student will be able to select, justify and implement curricular content
and instructional strategies appropriate to the student’s needs.
Standard 3.0 Individual Differences
C. The student will be able to plan for instruction including the development
of units and daily lessons. Standard 5.0 Creating a Literate Environment
D. The student will be able to use a variety of research-based instructional
strategies. Standard 5.0 Creating a Literate Environment
E. The student will be able to use textbooks and other printed material
effectively as instructional tools.
F. The student will be able to adapt instructional techniques to students of diverse
cultural backgrounds and to students who have special learning needs. Standard
3.0 Individual Differences
G. The student will be able to recognize students with problems and refer them to
appropriate personnel for help. Standard 4.0 Reading Difficulties
.
H. The student will be able to demonstrate familiarity with formal and
informal methods for evaluating student progress. Standard 10.0
Assessment
I. The student will be able to prepare and use developmental and age
appropriate and varied means of assessment and apply the results in
planning instruction. Standard 10.0 Assessment
J. The student will be able to communicate results of formal and informal
student assessment to students, parents, other teachers, and administrators.
Standard 11.0 Communicating Information About Reading
K. The student will able to evaluate his or her own teaching strategies and
philosophy, and modify on the basis of self-evaluation of others. Standard
16.0 Professionalism
L. The student will able to use research, publications, and professional
Organization in education and the teaching field, and recognize the need for continued professional growth. Standard 13.0 Professional Development
M. The student will be to utilize oral language development and recognize its
Importance for beginning reading instruction. Standard 6.0 Word Identification
N. The student will be able to utilize listening, comprehension, and writing in
the development of reading. Standard 2.0 Knowledge Base
O. The student will be able to use techniques such as directed reading,
thinking and questioning strategies. Standard 7.0 Comprehension
P. The student will be able to teach various word recognition and word
analysis techniques including phonetic generalizations, whole word techniques, context clues, syntax clues, and structural analysis. Standard
6.0 Word Identification
Q. The student will be able to develop foundations skills such as auditory
discrimination, letter sound correspondences, application of phonics. visual discrimination, and sight word recognition. Standard 6.0 Word Identification
VII. Student Activities
A. Attendance - Due to the course format and schedule, class attendance is essential. Absences are reflected in a student’s grade. The penalty for missing more than one class session will be lowering of the final grade by one letter grade. The class will begin at 5:00 p.m. and continue until the scheduled time for dismissal. Arriving late or leaving early may result in the final grade being lowered. Please make every effort to be present when the class begins.
B. Read a minimum of 10 articles from a bibliography on research-based practices on the components of a balanced reading program. Provide a summary and reflection of the article on paper. These are to be only one page. In the upper left corner of the page you are to put your name, date due, number, and title of the article. Below that, single-spaced and in a listing format, you are to give 5 (five) main points presented in the article. Use a size 12 font with one0inch margins all around. Those will be graded very carefully for grammar, spelling, and writing skills, as well as interaction with the material. The following format goes in the upper left hand corner of the page.
Your name
EDU 511
Date
Article title and number
Five major points
1.
2.
3.
4.
5.
Interaction/reflection to the article, single-spaced.
C. Diagnose, prepare a prescription for, and make a satisfactory attempt at improving the reading skills of a student. Weekly summary/reflection "theory-to-practice" logs are required.
1. A "Theory-to-Practice" tutorial log(s) is to be submitted each week
2. Two written summaries of parent conferences are required. Complete a written report for parents with recommendations for involving them to improve reading.
D. Develop a case-typing and administer and complete the analyses sheets from the Burns and Roe Informal Reading Inventory with the student you are tutoring. (These documents should be included in your portfolio.)
E. Prepare four lesson plans from a basal series story using a variety of strategies, technology, and appropriate Internet resources.
F. Present one of the above lesson plans to your peers in a micropresentation using a variety of strategies, PowerPoint, and Internet resources. Complete a reflection guide on the presentation.
G. Participate in a cooperative learning group to prepare and present strategies from one of the following components of a balanced reading program to your peers: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The presentation will include technology and will be critiqued by the instructor and peers.
H. Complete and submit a reading program screening instrument on a basal reading program to see if the program addresses each component of a balanced reading program.
VII. Instructional Methods
Through practical experience and continual, informal diagnostic assessment, prescriptions and tutorial assistance to a youngster, graduate students will have an opportunity to try out different supplementary materials, conduct conferences with the parents as well as prepare and present a directed reading lesson using an instructional model lesson design on identified areas of need and suggestions for prescriptive instruction for a student receiving tutoring.
The methods will also include lecture, class discussion, cooperative group work, demonstration, oral presentations and use of technology.
A. Article 1: “Every Child Reading an 10 ______
Action Plan”
B. Article 2: “Balanced Reading 10 ______
Instruction: Review of Literature”
C. Article 3: “The Alphabetic Principle 10 ______
and Learning to Read”
D. Article 4: “A Primer on Phonemic 10 ______
Awareness: What It is, Why It’s Important,
And How to Teach It”
E. Article 5: “Learning With Text in the 10 ______
Primary Grades”
F. Article 6: “Content Reading Instruction 10 ______
in the Primary Grades”
G. Article 7: “Matching Texts and Readers: 10 ______
Leveling Early Reader Materials for
Assessment and Instruction
H. Article 8: “Standards in Action in a First 10 ______
Grade Classroom: The Purpose Dimension
I. Article 9: “Literature Response Journals 10 ______
in a First Grade Classroom”
J. Article 10: “Exploring the Literature of 10 ______
Fact: Linking Reading and Writing
Through Information Trade Books”
K. Presentations: “Strategies and 70 _______
Resources for Improving Reading”
L. Reading Program Screening Instrument 30 ______
M. Mid-term Examination 100 ______
N. Lesson Plan 1 20 ______
O. Lesson Plan 2 20 ______
P. Lesson Plan 3 20 ______
Q. Lesson Plan 4 20 ______
R. Lesson Presentation 50 ______
S. Tutoring of selected student for the 100 ______
case-typing, daily log sheets and two (2)
written summaries of parent conferences
T. Case-typing 20 ______
U. Burns and Roe Informal Inventory:
-- Summary of Quantitative Analysis 10 ______
-- Summary of Qualitative Analysis 10 ______
-- Worksheet for Word Recognition 10 ______
Miscue Tally Chart
-- Worksheet for Qualitative Analysis 10 ______
of Uncorrected Miscues in Text
V. Literacy Portfolio 50 ______
W. Submission of notes from the videos on DIBELS 20 ______
X. Final Examination 100 ______
_____
760 ______
Grading Scale
722 - 760 = A (95 – 100%)
669 - 721 = B (88 – 94%)
582 - 668 = C (77 – 87%)
532 - 581 = D (70 – 76%)
Below 532 = F (Below 70%)
Make-up examinations will be given at the discretion of the teacher and only for excused absences. Students are responsible for arranging make-up examinations.
Late work results in a penalty of points.
IX. Academic Honesty
To help students avoid confusion as to what is considered appropriate regarding
academic honesty in research and writing, the following guidelines are provided. Each student should
A. Collect his/her own information through independent research from primary sources (books, periodicals, videos, etc.) and not from other individuals.
B. Write an original paper and summaries for this particular class (as opposed to using papers written for other classes, materials prepared by others, etc.).
C. Adequately reference his/her research paper throughout the text
D. Be careful to use his/her own wording in the paper so as to avoid plagiarism. Any form of academic dishonesty is a serious offense in an educational program and may lead to failure in the course and dismissal from the graduate program.
X. Disabilities Statement
Freed-Hardeman University is committed to providing equal opportunity in education to qualified students. If you have a disability that may prevent you from meeting course requirements in how the course is regularly taught, you should inform the instructor of your disability. This should be done in the first class session in order that and Accommodation Plan may be developed. Students will be required to provide documentation from an acceptable evaluator in order to receive accommodations. The Director of Disabilities Services will assist with the development of an Accommodation Plan. Freed-Hardeman University will assist students who have a documented disability with appropriate accommodations and modifications but does not guarantee success. Students must cooperate with the University and must assume responsibility for learning.
NOTE: The instructor reserves the right to change course requirements, grading procedures, etc. at any time during the semester. Students will receive adequate notice if such changes are made.
XI. Bibliography
Learning First Alliance (1998). Every Child Reading: An Action Plan. A learning
First Alliance Action Paper (www.learningfirst.org/publications)
Note: Print out the full paper and Reading Tips for Teachers
Burns, Paul C., Roe, Betty, Smith, Sandy (2000). Twelve (Principles of Teaching
Reading. Teaching Reading in Today's Elementary Schools, 8th ed., (pp.
22-28). New York: Houghton Mifflin (on reserve in Loden-Daniel
Library)
English/Language Arts Curriculum Standards k-8
(www.stste.tn.us/education/ci/cistandards)
Johnson, Debra (1999). Balanced Reading Instruction: Review of Literature.
North Central Regional Laboratory (www.ncrel.rog/sdrs/timely/briiss)
Brownlee, Shannon. Baby Talk. U.S. News and World Report, June 15, 1998, pp.
48-55
Duke, Nell K. Stewart, Bonnie B. Standards in Action in a First-Grade
Classroom: The Purpose Dimension. The Reading Teacher, November
1997, Vol. 51, No. 3, pp. 225-237
Websites:
www.four-blocks.com
www.wfu.edu~cunningh/fourblocks/
Rog, Lori Jamison, Burton, Wilfred. Matching Texts and REaders; Leveling Early
Reading Materials for Assessment and Instruction. The Reading Teacher,
December 2001/January 2002, Vol. 55, No. 4, pp. 348-356
Guillame, A.M. (1998). Learning with text in the primary grades. The Reading
Teacher, 51, 476-486.
Olson, M.W. and Gee, T.C. (1991). Content reading instruction in the primary
grades: perceptions and strategies. The Reading Teacher, 45, 298-307.
Bonilla-Wollman, Julie E., and Werchadlo, Barbara (1995). Literature response
journals in a first-grade classroom. Language Arts, 72 December 1995,
562-570
Moss, Barbara, Leone, Susan, and Dipillo, Mary Lou (1997). Exploring the
literature of fact: linking reading and writing through informational trade
books. Language Arts, 74, October 1997, 418-428.
Websites:
EDU 511 - Diagnosis and Remediation of Reading Difficulties
1. Acquaintance activity
2. Course overview (syllabus and handouts)
1. Read handout on "Interview Summary"
2. Chapter 1: "Motivating Students to Read" (Johns and Lenski)
1.2 Negative Attitude Toward Reading
--Complete Strategy #1
1.3 Limited Reading Interests
--Complete Strategy #1
1.4 Low Confidence in Reading
--Complete Strategy #1
3. Chapter 8: "Involving Parents to Improve Reading" (Johns and
Lenski)
8.1 Experiences with Books
--Complete Strategy #____
8.4 Understanding While Reading
--Complete Strategy #1
8.5 Motivation for Reading
--Complete Strategy #1
8.6 Reading Outside of School
--Complete Strategy #1
4. Introduction to tutorial sessions, tests, and parent and student
conferences
1. Balanced Reading Program Assignments Due
(overview) articles: Articles (2)
-- Every Child Reading Curr. Standards
an Action Plan *
-- Foundation Concepts
for Understanding Reading
-- Effective Reading Instruction
-- TN Curriculum Standards (Reading and Language arts)
-- Balanced Reading Instruction: Review of Literature *
-- Where Reading Research Leads Us: The Balanced
Reading Program
2. Chapter 3: "Standardized Tests That Can Be Used in the Reading
Improvement Program" (Miller)
-- Read Chapter 3: use purpose questions to guide reading
-- Test: Gilmore Oral Reading Test
3. Additional Reading
--"Norm-referenced Tests" (General Achievement, Skill
Area Achievement and Reading Survey Tests), Bond and Tinker, pp. 1221-123
-- Silvaroli, Kear and McKenna - Chapter 3, pp. 21-45
-- "Tests Used in Specific Diagnosis in Reading" Bond and
Tinker, pp. 123-135
-- Silvaroli, Kear, and McKenna, Chapter 4, pp. 45-61
4. Tests
-- Stanford Achievement Test General
-- California Achievement Test Achievment Tests
-- Criterion-referenced Test Skills Mastery Test
-- California Achievement Test Reading
-- Gates-MacGinitie Reading Test Survey
-- Nelson-Denny Reading Test Tests
-- Stanford Diagnostic Reading Test Diagnostic
-- Metropolitan Diagnostic Reading Test Reading Tests
1. Standardized assessment Assignments Due
continued Program Screening
2. Informal assessment Instrument
-- Chapter 5: "Variations
of the Cloze Procedure…
“ pp.108- 120. Use Purpose questions to
guide your reading. (Miller)
-- Burns and Roe Informal Reading Inventory, pp. 1-20.
Use purpose questions to guide your reading
-- Assessment Diagnosis and Intervention in a
Comprehensive Literacy Classroom (handouts
-- Section #1: Introduction
-- Section #2: An Instructional Model for Prevention and
Intervention
-- Section #3: Preparing Young Children for Beginning
Reading and Writing
View videos: “Catch Them Early, Watch Them Grow Using
DIBELS in your School”
“The Speech Sounds of English: A Video Tutorial with Louisa
Moats, Grades K-3”
1. Informal assessment continued…(handouts)
-- Section #4: Four kinds of assessments
-- Section #5: Phonemic Awareness
§ Yopp-Singer Test
-- Section #6: Phonics
§ Classroom Phonics Assessment
§ Class activity
-- Section #7: Fluency
§ "Surprise for Lauren"
§ Miscue Analysis Sheet
§ "Silver Beauty"
-- Section #8: Comprehension
-- Section #9: Vocabulary
§ Vocabulary Observation Assessment
§ Modified Cloze Procedure
§ Vocabulary observation record and group summary
§ "Ponies for Pleasure"
§ Using assessments to diagnose vocabulary problems
§ Vocabulary interventions
§ Research
§ Closing scenarios
DIBELS
1. Chapter 2: "Fostering Emergent Assignments Due
Literacy and Beginning Strategy Presentations
Reading" pp. 64-122 (Johns Articles (3)
and Lenski)
-- Teaching Reading and
Learning to Read
§ Oral Language p. 66
§ Auditory Discrimination p. 78
§ Concept of a Word p. 84
§ Alphabet Principle p. 94
~ "The Alphabetic Principle and Learning to
Read" (article) *
§ Phonemic Awareness p. 102
~ "A Primer on Phonemic Awareness: What
It Is, Why It's Important, and How to
Teach It" (article) *
~ Visual Discrimination p.111
~ Sense of Story p. 118
~ "Supporting Phonemic Awareness
Development in the Classroom" (article)
2. Chapter 3: "Identifying Words" pp. 126-184 (Johns and Lenski)
-- Phonics: Consonants and Vowels
-- Phonics and Other Decoding Strategies (handout)
-- Word Patterns and Word Building p. 140
§ Video Clip: Benchmark Word Identification Program
-- Structural Analysis p. 143
-- Basic Sight Words p. 155
-- Sight Vocabulary p. 161
-- Using Context to Predict Known Words p. 164
-- Dictionary: Word Pronunciation p. 168
-- Lack of Flexible Word-Identification Strategies p. 179
-- Ineffective Use of Word-Identification Strategies p. 181
-- Spelling Strategies (handout)
Mid-Term Examination
1. Chapter 5: "Developing and Assignments Due
Extending Vocabulary p. 211 Strategy Presentations
5.1 Extending Check Casetyping
Meaning Vocabulary
5.2 Using Context Clues to
Predict Meanings for Unknown Words
5.3 Compound Words and Affixes
5.4 Dictionary: Word Meanings
5.5 Interest in Words
8.2 Word-solving skills p. 427
2. Current Research on Vocabulary Development
3. Chapter 4: "Developing Fluency and Successful Oral Reading
Behaviors" p. 185
4.1 Lack of Fluency
4.2 Lack of Fluency: Incorrect Phrasing
4.3 Failure to Attempt Unknown Words
4.4 Meaning-changing Substitutions
4.5 Nonmeaning-changing Substitutions
4.6 Nonword Substitutions
4.7 Repetitions of Words or Phrases
4.8 Meaning-changing Omissions
4.9 Nonmeaning-changing omissions
4.10 Excessive Use of Phonics
4.11 Excessive Use of Background
8.3 Reading Fluency p. 435
4. Fluency: Executive Summary and Report - National Reading
Panel (handout) and transparencies
1. Chapter 6: "Promoting Assignments Due
Comprehension" Strategy Presentations
6.1 Previewing Text Articles (3)
6.2 Activating Prior
Knowledge
6.3 Lack of Clear Purpose(s)
for Reading
6.4 Main Point
6.5 Facts or Details
6.6 Sequence
6.7 Making Predictions
6.8 Making Inferences
6.9 Visualizing
6.10 Drawing Conclusions
2. Chapter 7: "Extending Comprehension"
7.1 Understanding Fictional Text Structure
7.2 Understanding Nonfiction Text Structure
7.3 Charts and Graphs
7.4 Inflexible Rate of Reading
7.5 Monitoring Reading
7.6 Summarizing Ideas
7.7 Making Connections
7.8 Processing Text
7.9 Evaluating Written Materials
7.10 Remembering
3. "Learning with Text in the Primary Grades" (article)*
4. "Content Reading Instruction in the Primary Grades: Perceptions
and Strategies" (article) *
5. Guided Reading
6. Leveled Books and Reading Levels
7. "Matching Texts and Readers: Leveling Early Reading Materials
for Assessment and Instruction" (article) *
1. Lesson Planning
1. Lesson Planning Continued Assignments Due
2. Reading/Writing Connection Articles (3)
-- Language Experience
Approach
-- Text Tapping
-- Captioning and Labeling
-- Shared/Group Writing
-- Reading Logs
-- Journaling
-- 4 Block Strategy
-- Graphic Organizers
3. "Standards in Action in a First-Grade Classroom: The Purpose
Dimension" (article) *
4. "Book Selection" (handout)
5. "Some General Principles About the Reading/Writing