EDUCATION 322 Diagnostic and Prescriptive Reading

Generic Syllabus Credit: 3 hours. Prerequisites: Education 304 and Full SARTE Status Course Description: This course is designed to equip the student with knowledge of and skill in reading instruction for individual learners. Emphasis will be placed on the diagnosis of the learner’s needs in reading and prescription of appropriate activities for advancement. To be taken concurrently with Education 321 or EDUC 320 depending on the curriculum. General Statement of the Conceptual Framework: The COEHD’s Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. The are Knowledge of Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity and Technology are included in the assessment process as themes that are integrated throughout all programs in the educational unit (diversity) (technology). Course Objectives: Components of the Conceptual Framework coded to objectives:

1) professional standards (PS) 2) knowledge of the learner (KL) 3) strategies and methods (SM) 4) content knowledge (CK) 5) technology (T) 6) diversity (D)

Upon the completion of this course, the teacher candidate should be able to: Theory & Approach

1. Display an understanding of the cognitive and linguistic foundations of literacy development. (PS, KL, SM, CK)

2. Demonstrate an awareness of current research findings about the assessment, teaching, and learning of reading. (PS, KL, SM, CK)

3. Examine research pertaining to the assessment of reading and reading instruction of a culturally/linguistically diverse population, students with exceptionalities, and students with varying chronological/mental ages. (PS, KL, SM, CK, diversity) Application

4. Engage in a field experience that involves the use of a variety of assessment and evaluation methods. (PS, KL, SM, CK)

5. Study the reading development of an individual student through direct observations and focused inquiry. (PS, KL, SM, CK)

6. Analyze factors pertaining to the physical, social, emotional, and cognitive development of students that have an impact upon students’ health and school performance. (PS, KL, SM, CK, diversity)

7. Use formal and informal methods of reading assessment that are appropriate for an individual student, analyze and interpret collected data, communicate assessment results accurately and ethically, and integrate the data into an instructional plan for the student/class/reading group. (PS, KL, SM, CK)

8. Identify strategies to help students recognize printed words, develop vocabulary, understand conventions of language necessary to compose and comprehend oral and written texts, discover meaning from print, monitor comprehension, and differentiate instruction to address difference among learners. (PS, KL, SM, CK, diversity)

9. Critically analyze commercial tests, materials, and technology and their appropriateness when working with students with diverse needs. (PS, KL, SM, CK, diversity)

10. Adapt reading assessment materials, methods and reading instruction to address the varying needs of individual students. (PS, KL, SM, CK, diversity)

11. Discuss, analyze, and adapt to an existing environment that addresses the individual reading needs of learners. (PS, KL, SM, CK, diversity

12. Utilize the Internet to locate reading related information that can be utilized by teachers in classrooms. (PS, KL, SM, CK, technology)

13. Record and analyze running records of text reading. (PS, KL, SM, CK) 14. Understand and recognize the different strategies that readers should use in

developing a self-extending system. (PS, KL, SM, CK) 15. Demonstrate proficiency in planning, implementing, and evaluating instructional

strategies for reading, based upon diagnosing a child’s strengths and weaknesses. (PS, KL, SM, CK)

Teacher Development16. Utilize critical thing, problem-solving, and decision-making skills while reflecting

upon behaviors displayed by self, peers, and the instructor. (PS, KL, SM, CK) 17. Participate in experiences that will encourage collaboration, future involvement in

professional development, and perpetual learning. (PS, KL, SM, CK) Professional Development Activities: As you complete any professional development activity, you are required to enter it into PASS-PORT. Course Evaluation: Teacher candidates are primarily involved in collaborative group activities that involve the application, analysis, synthesis, and/or evaluation of concepts being taught in the course. Student performance in the course will be evaluated through a combination of exams, individual projects, professional journal reports, and class participation. Each instructor reserves the right to establish additional methods of evaluation. Grades are dependent upon the following criteria: Attendance and active participation Requirements/Assignments completed (All assignments must be completed in

order to receive a grade of A or B in the course. Failure to complete one requirement will result in a grade of C or lower.)

At least two written examinations The grading scale for the course is as follows:

93-100 = A 85-92 = B 75-84= C 69-76 = D 68 or below = F

Reference List

Books Allington, R. (2001). What really matters for struggling readers: designing research- based programs. New York, NY: Longman. Bond, G., Tinker, M., Wasson, B., & Wasson, J. (1993). Reading difficulties: Their

diagnosis and correction (7th ed.). Englewood Cliffs, NJ: Prentice-Hall. Cheek, M., & Cheek, E. (1984). Diagnostic-prescriptive reading instruction (2nd ed.).

Dubuque, IA: William C. Brown. Shankler, J. & Eckwall, E. (2002). Locating and correcting reading difficulties (8th ed.). Columbus, OH:

Charles E. Merrill. Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first Teaching for all

children. Portsmouth, NH: Heinemann. Glazer, S., & Searfoss, L. (1988). Reading diagnosis and instruction: A C-A-L-M

approach. Englewood Cliffs, NJ: Prentice-Hall. Goodman, Y., Watson, D., & Burke. C. (1987). Reading miscue inventory alternative

procedures. New York: Richard C. Owen. Johns, J. & Lenski, S. (2005). Improving reading: Strategies and resources. (4th ed.)

Dubuque, IA: Kendal/Hunt. Johnson, M., Kress, R., & Pikulski, J. (1987). Informal reading inventories (2nd ed.).

Newark, DE: International Reading Association. Miller, W.H. (1995). Alternative assessment techniques. San Francisco, CA: Jossey- Bass. Reutzel, D.R. & Cooter, R.B. (1999). Balanced reading strategies and practices: Assessing and assisting readers with special needs. Columbus, OH: Merrill. Silvaroli, N., Kear, D., & McKenna, M. (1982). A classroom guide to reading assessment

and instruction. Dubuque, IA: Kendall/Hunt. Stanford Diagnostic Reading Test (SDRT). Psychological Corporation. Taylor, B., Harris, L., & Pearson, P. (1988). Reading difficulties: Instruction and

assessment. New York: Random House. Journals: Websites: Journal of Reading http://www.ldonline.orgLanguage Arts http://www.ncela.gwu.edu/pathways/reading

Reading Research Quarterly http://www.reading.orgThe Reading Teacher http://www.nifi.gov

Revised 3/21/07