1. Identification of Course RDG 5510 Diagnosis and Correction of Reading Disabilities 1.1 RDG 5510 (3-3-0) Diagnosis and Correction of Reading Disabilities. (3-3-0) 1.2 Required Text Caldwell, J. & Leslie L. (2005). Intervention strategies to follow informal reading inventory assessment: So what do I do now?(2 nd ed.). Boston: Pearson. Leslie, L. & Caldwell, J. (2005) Qualitative reading inventory-5 (5th ed.). New York: Longman. Supplementary Materials: Additional resources, readings, and/or references for this course provided throughout the semester as appropriate. These supplementary materials are generally posted in Moodle (or Blackboard) for this course. 1.3 General information Instructor: Dr. Nelda Wellman Office: Pod D 105 A Phone: 318-357-6350 E-mail: wellmann@nsula.edu FAX: 318-357-4058 Availability: Through email and by appointment; Office hours posted on office door and online. PASS-Port Policy: Each student must upload assigned artifacts to PASS-Port as a required component of this class. Since all students are required to maintain a current PASS-Port subscription, if all required field experiences and artifacts are not completed and entered into PASS-Port by the due date, the candidate will receive a grade of F in the course regardless of other grades. 2. Course Description/Justification 2.1 READING 5510 Causation in reading disabilities; laboratory experience with diagnostic instruments and procedures for corrective instruction in reading. Prerequisite: RDG 5110 or instructor s permission. Course Date format revised: March 2005
2 3. Goals and Objectives 3.1 Goals All candidates pursuing degrees in the College of Education and Human Development are expected to apply the principles of the conceptual framework, Models for Learning. Thus, objectives and learning activities in this course call upon candidates to take responsibility for their learning, to identify problems within specific areas, to arrive at solutions using creative/critical thinking, and to reflect upon and evaluate decisions made in the course of their learning. For a copy of the Conceptual Framework document and link to the youtube video, go to http://education.nsula.edu/conceptual-framework/. The specific goals of this course include: 3.1.1 to instruct prospective and practicing teachers in the art of diagnostic teaching strategies, assessments, and approaches useful in locating and correcting reading difficulties 3.1.2 to instruct prospective and practicing teachers in methods for distinguishing between proficient and poor readers 3.1.3 to instruct prospective and practicing teachers in appropriate practices, including technology-based practices, in corrective reading instruction for learners at various stages of reading, writing, and language development and from different cultural and linguistic backgrounds. 3.1.4 to introduce multiple approaches to assessing student reading achievement to plan interventions for improving reading achievement 3.2 Objectives 3.2.1 Understands principles of teaching reading: modeling, leading, guiding practice 3.2.2 Develops and implements instructional activities that appropriately utilize and demonstrate the concept of the continuum of skills in reading, writing, and oral language proficiencies. 3.2.4 Plans and implements instruction that demonstrates an understanding of the major components of reading, writing, and oral language instruction and addresses each component thoroughly and systematically with emphasis appropriate to students grade levels or needs. 3.2.5 Designs and implements instructional activities that build on an understanding of the connections between phonological skill, phonic decoding, spelling, word recognition, reading fluency, vocabulary, reading comprehension, and writing. 3.2.6 Understands the most common intrinsic differences between proficient and poor readers (cognitive, physiological, and linguistic) and the major 2
3 differences (language spoken at home, exposure to books, values, schooling itself). 3.2.7 Analyzes and selects instructional goals based on cognitive, physiological, cultural, environmental, and linguistic differences underlying good and poor reading. 3.2.8 Asks questions at multiple levels, from lower level factual to higher order thinking, when assessing and building comprehension. 3.2.9 Selects, develops, and uses media (books, technology, non-print materials) to support instruction based on considerations of reading level and instructional needs of the student, as well as students interests, cultures, and linguistic backgrounds. 3.2.10 Provides instruction that is explicit and systematic across reading components (e.g., phonemic awareness, phonics, vocabulary, fluency, comprehension, oral language, and writing). 3.2.11 Uses reading research that is scientifically based. 3.2.12 Demonstrates respect and concern for the needs of all students. 3.2.13 Designs and implements instructional activities that differentially address he needs of students who are working above, on, or below grade level. 3.2.14 Is committed to reflection on practice to ensure that instruction is appropriate and results in improved student outcomes, as measured by student achievement data. 3.2.15 Administers, scores, analyzes, interprets, and communicates results of individual and group standardized measures of literacy achievement (i.e., screening, diagnosis, monitoring progress, and measuring outcomes). 3.2.16 Effectively communicate results of assessments to specific individuals (e.g., students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community). 3.2.17 Knows how to use assessment information to identify students proficiencies and needs. Knows how to group students for small groups based on data, including small flexible intervention groups. 3.2.18 Knows how to develop instruction that is targeted and linked to student deficits visible through screening assessments. 3.2.19 Views reading/language assessment as instrumental in making decisions about appropriate instruction, rather than as a mechanical process for assigning grades and ranking students by ability or achievement. 3.2.20 Develops appropriate instructional and intervention strategies based on information produced by formal and informal assessments. 3.2.21 Design appropriate informal measures for ongoing assessment of students reading/language development. 3.2.22 Values reading/language assessment as an essential tool in the instructional process. 3.2.23 Teaches all steps in a decoding lesson, resulting in reading words fluently, accurately, and with appropriate intonation and expression. 3.3.25 Selects and delivers grade-appropriate lessons on spelling, phonics, and word identification skills. 3.3.26 Explicitly teaches phoneme-grapheme association, blending, and 3
4 segmentation, in addition to syllable pattern and morpheme recognition. 3.3.27 Teaches words that are non phonetic, using multiple strategies so that students can recognize them by sight. 3.3.28 Demonstrates understanding of the various structures of language that underlie the English spelling system. 3.3.29 Knows how to define and identify examples of text at a student s frustration, instructional, and independent reading levels. 3.3.30 Determines the reading level of text and the student s reading level, and selects appropriate text to match the student s instructional and independent reading levels. 3.3.31 Demonstrates understanding of reading fluency from multiple perspectives: stages of normal reading development, intrinsic characteristic of some reading disorders, and consequence of practice and instruction. 3.3.32 Implements instructional strategies, targeting the unique needs of each student to foster reading fluency. 3.3.33 Observe and describes reading behaviors often associated with fluency problems. 3.3.34 Assesses specific behaviors (e.g., automaticity, substitution, omissions, repetitions, reading rates, accuracy) that often accompany difficult reading. 3.3.35 Selects appropriate interventions to develop fluency in struggling readers. 3.3.36 Matches appropriate intervention instruction to individual struggling readers. 3.3.37 Structures lessons and selects appropriate words to develop students vocabulary using strategies and materials. 3.3.38 Knows reasonable goals and expectations for learners at various stages of literacy development; knows how to recognize the wide differences in students vocabularies. 3.3.39 Demonstrates understanding of the role of vocabulary development and vocabulary knowledge in comprehension. Understands the concept of building word consciousness. 3.3.40 Demonstrates understanding of the role and characteristics of both direct and contextual methods of vocabulary instruction. 3.3.41 Knows varied techniques for rich vocabulary instruction before, during, and after reading/language instruction. 3.3.42 Plans and adjusts vocabulary instruction based on the needs of students. 3.3.43 Organizes and provides instruction that models comprehension monitoring strategies and have students use them (e.g., asking questions, summarizing, predicting, making connections). 3.3.44 Incorporates comprehension strategies that emphasize the relationship between text structure and graphic representation. 3.3.45 Uses assessment strategies that provide students with opportunities to demonstrate comprehension in multiple ways. 3.3.46 Assists students in matching comprehension strategies to purposes for reading. 4
5 3.3.47 Knows how to question at multiple levels to assess and build comprehension at all levels from lower level factual to higher order thinking. 3.3.48 Knows the major components of reading and language instruction and the teaching activities that typically address each component. 3.3.49 Knows the progression (stages) of reading/language development. 4. Student Activities and Experiences Disability Policy: It is the policy of NSU to accommodate students with disabilities, pursuant to federal law, state law, and the University s commitment to equal educational opportunities. Any student with a disability who needs accommodations, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. Students with disabilities are encouraged to contact the Office of Disability Support, which is located in Student Union, Room 240-A, telephone 357-4460. NSU College of Education Online Civility Statement: Each Northwestern State University candidate is encouraged to help create an environment that promotes learning, dignity, and mutual respect for everyone in the learning environment. Students who speak at inappropriate times, take frequent breaks, interrupt the class by coming to class late or leaving early, engage in loud or distracting behavior, use cell phones or pagers (other noise-making devices like watches with alarms) listen to headphones/cds, play with computers or hand held games, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others during the class period may be asked to leave the class and subjected to disciplinary action under the Northwestern State University Student Code of Conduct and Sanctions (Article VII Sanctions). The actions or behaviors will be outlined in the course syllabus. Copies of the infractions and sanctions are available on the NSU web site at: http://www.nsula.edu/studenthandbook/page100.htm Definition of Diversity: Today members of our university community are more likely to experience differences among people. Northwestern State University defines diversity as differences in age, gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race, exceptionalities, and geographic background. In our mission to acknowledge our differences, we also hope to realize our commonalities. 4.1 Assignments and/or Tasks 4.1.1. Develop and teach 3 group intervention lesson plans incorporating research-supported practices for meeting the needs of low-achieving readers in the areas of word identification phonics and sight words, 5
6 fluency building, vocabulary development, and comprehension strategy development according to grade level of certification. Plans should include technology-supported strategies, various questioning levels and cultural considerations for accessing a student s prior knowledge and interests. Plans will be taught to assigned students in a small group; the resulting work sample and candidate assessments will become artifacts of the Group Study. (CCT, PS, RT, DM) 4.1.3 Respond to all class reading assignments by keeping a Double-Sided journal or Split-Page notes as directed by the instructor. Candidate will address all assigned readings in texts, peer-reviewed journals, and instructor-supplied materials using the DS format throughout the semester. Directions, reading assignments, and rubric will be provided by instructor. (RT, DM, CCT) 4.1.5 Respond to peers and originate reflective responses in 14 discussion boards (RT, CCT) 4.1.6 Successfully complete 3 Content Quizzes. (RT, PS, DM, CCT) 4.1.7 Group Reading Intervention Plan - Assess and plan interventions for a small group (3 minimum) of struggling readers. Multiple tasks are attached to this key project, including teacher & student interviews, reading survey, administering, scoring and interpreting reading assessments (IRI & others), and planning/ teaching intervention lessons described above.(ps, CCT, DM, RT) 4.2 Clinical Experiences Candidates are expected to: 5. Content Outline 4.2.1 Spend ten hours assessing, diagnosing, and teaching students with literacy difficulties in an elementary school classroom, adhering strictly to the schedule submitted to the instructor. Activities will include teaching, tutoring, assessing, and monitoring a small group of struggling readers (a minimum of 4) selected by the cooperating teacher and candidate. The ten hours of Level Two Field Experience are to be used explicitly and completely working with the selected struggling readers or teaching/assessing each on an individual basis. (PS, CCT, DM, RT) 4.2.2. One of the activity lesson plans will be taped. The candidates will selfassess her/his performance as part of the lesson plan packet requirements. The video tape will be mailed or brought to the instructor prior to grade posting. (RT) Assignment/Activity Date 6
7 Narrative Introductions Sept.12 Miscue Analysis/documentation Sept 26 Student profile sheet Oct 3 Assessment Reports/documentation Oct. 10 Group Plan #1 Oct. 17 Group Plan #2 Oct. 24 Group Plan # 3 Oct. 31 Reflections of QRI, Teaching, Assessments Nov. 14 Double-Sided Journal Nov. 21 6. Evaluation Policies General University attendance and grading policies are located in the current General Catalog under the heading of Academic Regulations. Policies of this course are in compliance with University regulations. 6.1. Attendance Attendance & Participation Attendance and participation are prerequisites to successful completion of this course. Candidates are expected to attend class regularly through online chat participation and timely completion of all written tasks and reading assignments. Additionally, candidates are expected to regularly check (2 to 3 times a week) and reply to the instructor s email messages in a timely manner (E-mail with the instructor will be through the NSU system only as required by the University). Candidates who miss the set time for a quiz will be responsible for faxing a written medical excuse and for contacting the instructor to ask for a make-up date. Make-up quizzes and all assignments must be completed within a reasonable amount of time as required by the instructor. To earn full credit, all assignments must be submitted as requested by the instructor at the scheduled time and should be done in a professional manner (typed, Standard English grammar usage and spelling). Failure to comply with this requirement will result in a reduction of ten percent of the total point value of the assignment, unless an excuse is deemed satisfactory by the instructor. A resubmission of an assignment, based on poor work quality, will result in a reduction of 20 percent of the total value of the assignment and permission to resubmit must be negotiated with the instructor. Late assignments will lose 20% of possible points per day and will not be accepted after the second day. Students, who miss more than two discussion boards and do not enter Blackboard for two weeks without documented medical excuse, may be dropped from the class by the instructor. 6.2 Grading ASSIGNMENTS POINTS Narrative Introductions 50 7
8 Miscue Analysis 50 Student profile sheet 50 Student Reports 100 Group Intervention Plans (3 @ 50) 150 Research-based weekly discussion board 140 Double-Sided Journal 100 Group Study posted to Pass-Port 40 Field Experience posted to Pass-Port 20 Final Test 100 Grading Scale Total Points 800 6.3 Grade Point Range A 90%-100% 720-800 B 80%-89% 640-719 C 70%-79% 560-639 D 60%-69% 480-559 F below 60% Less than 480 6.4 Expectations for all Class Communications Standard English is to be used in all forms of communication for this class. No net acronyms will be acceptable by the instructor. Teachers are models for their students, and they should be models of excellence. Correct grammar usage, spelling, capitalization, and punctuation will be scored as a part of all assignments as is appropriate for students at the level of this course. 8