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.
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.
This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.
One semester credit equals fifteen (15) hours of online class time. Each course is equivalent to three (3) semester credit hours.
A minimum of one hundred thirty five (135) hours should be anticipated for completion of the course. This includes forty five (45) hours of direct contact and ninety (90) hours in preparation and study; three (3) and six (6) per week respectively.
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.
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.
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.
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
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.
Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.