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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.

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.

 

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

Objectives:


Module Two: Understanding Reading Instruction and Growth

Objectives:


Module Three: Organizing Effective Comprehensive Reading Instruction and Assessment

Objective:


Module Four: Oral Language Assessment and Development

Objective:

 

Module Five:Concepts of Print

Objectives:

    • Conduct a Burke Reading Interview
    • Report on the results of the Burke Reading Interview

     

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

    Objective:

      • Develop, conduct and write a report on a corrective or remedial lesson.

      Module Seven: Teaching and Assessing Vocabulary Development

      Objectives:

        • Administer a cloze assessment test
        • Assess analogy skills

        Module Eight: Assessment of Reading Comprehension: Focus on Readers

        Objectives:

          • Create lessons that incorporate graphic organizers
          • Design strategies for incorporating metacognitive instruction into lessons
           

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

        Objectives:

            • Analyze factors in text or print media that impact reading comprehension
            • Compare and contrast skills needed in reading fiction and non-fiction material

          Module Ten: Assessing and Correcting Research And Reference Skills

          Objective:

              • Assess the writing skills of a "Project Student"  and create a plan for corrective or remedial treatment

             

            Module Eleven: Reading Writing and Literature Connections

            Objective:

              • Create a final project synthesizing topics covered in the course

              Grading Scale:
              100-93            A
              92-85              B
              84-77              C

               

              Student Academic Integrity

              Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

               

              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

              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.





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