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EDUC611 - Identifying and Diagnosing Reading Difficulties

Course Details

Course Code: EDUC611 Course ID: 3948 Credit Hours: 3 Level: Graduate

This course is designed for general education classroom teachers and focuses on classroom reading assessment. Participants will learn how to administer formal and informal measures of reading assessment, including screening, diagnostic, and progress monitoring measures. The assessment to instruction link will be emphasized during each session. Educators will use a variety of assessment tools and practices to plan and evaluate effective reading instruction.





Course Schedule

Registration Dates Course Dates Session Weeks
08/26/19 - 01/31/20 02/03/20 - 03/29/20 Winter 2020 Session I 8 Week session

Current Syllabi

After successfully completing this course, you will be able to:

Lesson 1 Foundations of Literacy Assessment
1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
Lesson 2 Informal Reading Inventories
1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
Lesson 3 Fluency
2.1 Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
Lesson 4 Emergent Literacy
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.2 Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
Lesson 5 Word Recognition and Spelling
2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.2 Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
Lesson 6 Comprehension
2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
Lesson 7 Strategic Knowledge
2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
Lesson 8 Affective Factors
3.4 Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
4.1 Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.3 Model reading and writing enthusiastically as valued lifelong activities.
4.4 Motivate learners to be lifelong readers.

Additional Course Materials

All the following are Adobe PDFS and are found with the course materials:

  • R4 - How to Create a Successful At-Home Reading Program
  • An “Exploded View” of Five Essential Steps to Preventing Reading Difficulties in Young Children
  • Reading Development & Assessment of Early Literacy: A Review of the Literature
  • Creating a Culture of Literacy: A Guide for Middle School and High School Principals
  • Put Reading First: The Research Blocks for Reading Instruction

References for each lesson/module are listed at the end of the syllabus document.

Websites

In addition to the required course texts the following public domain Websites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note Web site addresses are subject to change.

Site Name

Website URL/Address

Diagnostic Test Support from the Ohio Department of Education

http://www.diagnostictestsupport.org/

Doing What Works for English Language Learners from Research Based Educational Practices Online

http://dww.ed.gov/practice/practice_landing.cfm?PA_ID=6&T_ID=13&P_ID=20#

Effective Literacy Instruction for Adolescents from the Executive Summary and Paper Commissioned by the National Reading Conference

http://www.nrconline.org/publications/alverwhite2.pdf

International Reading Association

http://www.reading.org/General/Default.aspx

Scientifically Based Research from the

National Institute for Literacy

http://www.nifl.gov/partnershipforreading/publications/science_research.pdf

Standardized Administration DOES Matter from the Get It Got It Go website

http://ggg.umn.edu/get/standardization.html

Teaching Reading Video How to Teach Children to Read: Reading Comprehension for Children

http://www.youtube.com/watch?v=5HDkqGZc9o0&NR

Book Title:Assessment for Reading Instruction, 3rd ed.
ISBN:9781462521043
Publication Info:Guilford
Author:McKenna and Dougherty Stahl
Unit Cost:$43.40

Previous Syllabi

Not current for future courses.