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Diagnosis and Remediation of Reading Difficulties

RED 626

Syllabus

Course Description

Reading diagnosis and remediation is designed to produce professionals skilled in the administering and interpreting of diagnostic instruments to evaluate literacy learner's strengths and weaknesses. The principles of assessment, and instruction of struggling readers is introduced in this course. Decision-making process of diagnosis, influences on outcomes of assessment as well as appropriate corrective and remedial instructional techniques will be examined. The skills necessary to ensure comprehension and achievement in the reading task are identified along with visible symptoms teachers should note when working with literacy learners. Teachers are provided with diagnostic tools and opportunities to apply principles in field.

Objectives


Curriculum Design

Diagnosis and Remediation of Reading Difficulties is a forty five-hour, 3 graduate credit course taught online. Modules are completed within one or two week periods with practical infield assignments as indicated within the course outline and class website.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required textbook for this course is: Reutzel, D. R. & Cooter, R. B. (2007) Strategies for reading assessment and instruction: Helping every child succeed. Pearson Merrill Prentice Hall, Upper Saddle River, NJ. Class Website, Teacher Education University Recommended but not required: Shanker, J. L. & Ekwall, E. E. Locating and correcting reading difficulties (8th ed.); Pearson Merrill Prentice Hall, Upper Saddle River, NJ.

Course Outline

Introduction: Introduction & Overview

Objective: In this beginning exercise, the instructor will confirm the accuracy of e-mail addresses for all students.  The instructor will then send a welcome message to the class.  The students have this first week to acquaint themselves with the format of the course, the textbook, and the methods of communication.


Module One: Focus on Comprehensive Reading Instruction

Objective:

Contents:

Module Two: Understanding Reading Instruction and Growth

Objective:


Module Three: Organizing Effective Comprehensive Reading Instruction and Assessment

Objective:


Module Four: Oral Language Assessment and Development

Objective:

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Module Five: Concepts of Print

Objective:

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Module Six: Phonemic Awareness, Alphabetic Principle, Phonics and Other Word Attack Skills

Objective:

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Module Seven: Teaching and Assessing Vocabulary Development

Objective:

Contents:

Module Eight: Assessment of Reading Comprehension: Focus on Readers

Objective:

Contents:

Module Nine: Assessment of Reading Comprehension: Focus on the Text

Objective:

Contents:

Module Ten: Assessing and Correcting Research And Reference Skills

Objective:

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Module Eleven: Reading Writing and Literature Connections

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Module Twelve: Literature, Parents and Community in the Corrective Remedial Reading Program

Objective:

Contents:

Course Requirements:

Requirements Points
Forum Discussions   50
Weekly Assignments 100
Project 1 (Module 5) White Paper   20
Project 2 (Module 8)  White Paper   20
Project 3 (Module 13) Project Student Logs   60
Project 4 (Module 1-15) Diagnostic Reading Kit   50
Total 300

Grades
300-279 - A
278-255 - B
254-231 - C

Student Academic Integrity

Principles of academic integrity refer to cheating and plagiarism. Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism is a violation of student academic behavior standards and are subject to disciplinary action. Plagiarism is defined as taking ideas, writings, etc. from another and offering them as one’s own. Academic dishonesty is defined as practicing dishonesty or misrepresentation of facts. All forms of dishonesty and intent to defraud through falsification are considered cheating. Violation of these principles will merit a failing grade in the course in which the violation is documented.

 

Privacy Rights and Confidentiality

In accordance with the provisions of the Family Educational Rights and Privacy Act of 1974 (Buckley Amendment), Teacher Education University honors student privacy and protects the confidentiality of educational records and the rights of students to inspect and review these records. Only upon the written request of the student may information collected by the University be released. Specific transcript information is not available for general statistical purposes.

Bibliography

Allington, R. C. (2001) What really matters for struggling readers: Designing research-based programs. New York: Addison-Wesley, Longman.

Anderson, R. C., Hiebert, E. F., Scott, J. A. & Wilkerson, I. (1985) Becoming a nation of readers: The report of the Commission on Reading. Washington, D.C., The National Institute of Education.

Bracey, G. W. (2003) What you should know about the war against America's public schools. Boston, MA. Allyn & Bacon.

Clay, M. (2000) Concepts about print: What have children learned about the way we print language. Portsmouth, NH: Heinemann Educational Books. Lipson, M. J., Mosenthal, J. H., Mekkelsen, J., & Russ, B. (2004) "Building knowledge and fashioning success one school at a time." The Reading Teacher, Vol. 49, No. 4, pp. 300-306.

Cooter, K. S. (2006) "When mama can't read:Counteracting intergenerational illiteracy. The Reading Teacher, Vol. 59, No. 7,  (pp 698-703.

Misunderstood Minds: Reading help for struggling readers. http://www.pbs.org/wgbh/misunderstoodminds/reading.html.

No Child Left Behind Act Reauthorization Proposal. http://www.ed.gov/nclb/overview/intro/reauth/index.html Retrieved August 10, 2007.

Opposition to NCLB and report of the revisions to the law to be passed in 2008. http://nochildleft.com/

Watson, S. (2007) Important steps to teaching reading for students with reading difficulties. http://specialed.about.com/od/literacy/ss/reluctantreader.htm Retrieved August 10, 2007.

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.

 





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