ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
RED 4519 DIAGNOSIS AND INTERVENTION IN READINGMaster UGRAD
This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix, Section #: / RED 4519-3708Credit Hours: / Three Credit Hours
Co-requisites: / None
Pre-requisites: / RED 3309 and RED 4511 and admission to Elementary Education with infused ESOL and Reading BS, or Exceptional Student Education with infused ESOL and Reading BS.
Day, Time and Campus: / Monday/Wednesday / 8:00-10:05 TE130 / St. Pete/Gibbs
Modality: / Face to Face
Professor:
Office Hours: / Monday/Thursday / As Posted
Office Location: / St. Pete Gibbs / TE 109-C
Office Phone: / (727) 341-4710
Email Address: /
ACADEMIC DEPARTMENT: College of Education
Dean: / Kimberly Hartman, Ph.DOffice Location & Number: / Tarpon Springs / BB 159
I. COURSE DESCRIPTION
This course is designed to focus on formal and informal reading assessments (e.g., formal-norm-referenced/criterion-referenced assessments, and informal-reading inventories). Students will complete diagnostic case studies to demonstrate their ability to interpret pre-existing data reports, select and administer appropriate assessments and analyze data to inform reading instruction. Topics include quantitative and qualitative assessments that address elements of reading (e.g., comprehension, word recognition, phonemic awareness, phonics, fluency, vocabulary, oral language and writing.) The major emphasis of the course is on diagnosis of reading problems, administration of the assessments, evaluation of results, and planning instruction/interventions for remediation. Lecture, discussion, simulated assessment practice, and an actual diagnostic case study, constitute different course activities. 20 school- based hours. 47 contact hoursII. MAJOR LEARNING OUTCOMES
1. The student will analyze assessments and evaluations in reading by:a. defining terminology for assessment and evaluation.
b. discussing differences in the advantages and disadvantages of formal and informal assessment.
c. explaining assessment to internal and external audiences.
d. comparing various assessment instruments as to purpose and audience.
2. The student will determine the roles of literacy assessments within an effective instructional model by:
a. discussing how assessment relates to the literacy process and all elements of reading, writing, and spelling instruction and development.
b. describing the impact assessment has on instruction within a classroom with a typical range of student achievement.
c. identifying the impact that assessment has on instruction for students who have reading difficulties.
d. articulating on the importance assessment plays in informing parents of their child’s development.
3. The student will evaluate the purposes and uses of specific types of assessments (e.g., diagnostic, formative, and summative) by:
a. distinguishing assessments that are appropriate for various developmental levels of reading (emergent, early, fluent, and mature readers).
b. assessing the reading strengths and diagnostic needs for all students.
c. matching assessments to the purpose and intended audience.
d. administering appropriate assessments to address the needs for individual students.
4. The student will plan classroom literacy instruction that integrates the role of ongoing assessments and evaluations. by:
a. analyzing and summarizing data from various assessments administered to the students.
b. determining grouping patterns and instructional modes for instruction based on assessment data.
c. adapting instruction based on collection, analysis, and interpretation of data including identification of materials and instructional strategies appropriate strategies for diverse learners.
5. The student will plan differentiated instruction and interventions to remediate and accelerate literacy for a diverse population by:
a. analyzing and evaluating assessment data on students with varying literacy challenges, including LEP and non-LEP students.
b. determining interventions appropriate for various literacy problems (e.g., exceptional students, challenged emergent readers, older struggling readers).
6. The student will determine appropriate strategies for enhancing the literacy development of learners including: English Language Learners (ELL), students with exceptional learning needs, gifted students, and students from poverty by:
a. explaining factors that impact literacy development.
b. summarizing instruction appropriate for learners with identified risk factors.
c. comparing strengths and weaknesses of programs currently in use.
d. interviewing instructors and cooperating classroom teachers of specified groups of students.
7. The student will recognize various ways technology is used to enhance reading assessment, evaluation, and instruction by:
a. identifying computer-based resources for assessment of reading.
b. reviewing computer assisted reading and writing instructional programs for emergent, early, fluent, and mature readers.
c. explaining methods for collecting, sorting, and evaluating data using computer databases.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
To be checked against textbook orders for correctness.
Textbook(s) / Required: Johns, Jerry I., (2008). Basic Reading Inventory, 10th edition. Dubuque, IA: Kendall Publishing Co.Recommended: None
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources: / Discussed in ClassMaterials: / Various articles and/or chapters related to reading assessment for K-12 learners available on Angel or the SPC online library.
Library: / http://www.spcollege.edu/central/libonline/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
Include in this space the type of supplies needed for a course. Some instructors include things like ream of paper, printer cartridge, etc. If no specific supplies are required, please enter “none” or “supplies may vary depending on assignments.”
NoneIV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 20 hours of observation/participation in an appropriate K-12 classroom setting as approved by the Office of School Partnerships. Rubrics for completing the assignments and how they will be graded are included online in the ANGEL course supplement.
B. Required Assessments
Please confer with the course coordinator before eliminating and/or adding assignments from this syllabus template.
Assignment Descriptions- RED 4519/ FEAP, ESOL,
Additional Elements
FSAC - ELED
FSAC - ESE
/ Reading Competencies
/
Article Summary: Participate in a cooperative discussion group to share information from an article that informs teachers how to diagnose and correct reading problems in their classrooms. Each student will contribute an article from a professional journal (refereed) to share with the class, and will participate in a peer review of the article summaries. Turn in a 1-2 page (APA) summary of the article including all reference information. (100 points) / * RC- 1.E.3; 5.8
Annotated Bibliography of Reading Assessment for Reliability and Validity: Read two chapters from Flippo, Assessing Reading Assessment regarding reliability and validity. Describe the major components for an assessment to be reliable and valid. Instructor provides a checklist to measure a reading assessment instrument’s reliability and validity. Then, apply this checklist for 3- 4 published reading assessment instruments. Students will review the instruments and create an annotated bibliography. On the bibliography, they will describe the assessment measures that are appropriate for use across grade level K-12 and with students who struggle (the struggle is defined as ESE, ESOL and Experiential). In addition, they will include the author, date, and name of instrument, measures of validity and reliability, provide by the publisher in the technical report. (100 points) / * RC- 3.5; 5.12
Early Literacy Project: You will examine and administer early literacy assessments that inform teachers about the components of phonemic awareness and phonics regarding emergent readers. There will be an in-class template for you to complete and present to the class. (50 points) / * RC- 1.A.1; 2.A; 3.1; 3.8; 5.4;
Cultural Bias Paper- Issues with Validity & Reliability: Examine the Gates-MacGinitie Reading Tests, Fourth Edition for cultural biases and how this could impact the validity and reliability of this test. Write a 2-3 paper incorporating three peer reviewed articles on test bias (APA) that includes: an introduction on the topic of test bias, with examples from the Gates-MacGinitie Reading Test, why validity and reliability issues could occur as a result of cultural biases, and a conclusion which summarizes the entire paper. (100 points) / * ESOL 4
FSAC - ELED 4.6 / * RC- 3.5; 3.11; 5.12
ESOL Project: Your instructor will provide you with assessment outcomes from an ESOL alternative and adapted literacy assessment. Based on the assessment you will use the outcomes to plan instruction for the class and an adapted lesson for the ESOL student’s continued progress in literacy. Then you will develop/adapt a literacy assessment for this the class and the ESOL student based on their individual needs. (100 points) / * ESOL 14, 21 / * RC- 3.3; 3.6; 3.11; 4.7; 5.13
Five Struggling Readers Project: Review extant data (formal- FCAT, Stanford 10 and informal test results DRA, Common Assessments) on the practicum classroom assigned K-12. Select 5 students who struggle in their reading. Summarize the norm- referenced, criterion-referenced and diagnostic test scores from the data.
Conduct anecdotal observations on each student. Write a one page analysis on each student, noting the learner’s background, strengths and areas of concern from the data, and plan of action for future instruction for each student. Select ONE of the students from the five to conduct an in-depth analysis
(100 points) / Do this Project First in the Field.
FSAC - ELED 4.1
FSAC - ESE 5.8 / * RC- 1.F.5; 2.F.3; 3.2; 3.3; 3.4; 3.7;3.9; 4.3; 5.13
Diagnostic Reading Oral Defense: Gather a range of pre-existing data (formal- FCAT, Stanford 10 and informal test results DRA, Common Assessments) on the one struggling reader K-12 from the five students observed. Summarize the norm- referenced, criterion-referenced and diagnostic test scores from the data. Then administer the Basic Reading Inventory (Johns, 2008). Synthesize the data and present your information to the class and defend your assessment results. Complete your presentation by providing a plan of action for tutoring the student. You will be given feedback on your report, and you MUST pass this Defense (with a C or better) in order to pass the course.
(100 points) Critical Reading Task / Do this Project Second in the Field.
FSAC - ELED 5.2, 5.3 / * RC- 3.2; 3.3; 3.4; 3.6; 3.7; 3.9; 4.4; 5.3; 5.13
Diagnostic Reading Report: Create a diagnostic report on one of your struggling readers by including:
1. Interpret norm scores, criterion reference scores and diagnostic scores from the extant data (formal- FCAT, Stanford 10, IEP and informal test results DRA, Common Assessments) and summarize the information.
2. Administer the Basic Reading Inventory (Johns, 2008.
3. Summarize the diagnostic assessment scores conducted with the struggling reader K-12.
4. Integrate affective data on the student from the Motivation to Read interview.
5. Synthesize anecdotal observations with all data.
6. Explain two tutoring sessions implemented.
7. Evaluate the tutoring session and write a plan of action for future lessons.
8. Include a letter to the parent/ guardian that shares the information from the report.
(200 points) Critical Reading Task / Do this Report Third after the Defense.
* FEAP: 1.1 , 1.3, 10.3
FSAC – ELED: 4.2,4.3,4.4, 4.5
FSAC – ESE 5.9
Additional Element 8 / * RC- 1.B.1; 1.C.2; 1.E.1; 1.F.3; 1.F.4; 1.F.5; 2.F.3; 3.1; 3.2, 3.3; 3.6; 3.7; 3.8; 3.9; 3.10; 3.12; 4.1; 4.2; 4.4; 4.10; 5.3; 5.5; 5.6
Formative Reading Assessment Using Valid and Reliable Criteria:
Partner groups will develop a formative reading assessment using 6th grade Language Arts Vocabulary Sunshine State Standards. When completed they will review and analyze the assessment using a checklist supplied by their instructor noting criteria for validity and reliability. The students will then share their findings with the class and note accommodations and modifications for ESE and Ell Learners. ( 50 points) / * RC: 5.12
Testing Formats:
Test on interpreting standardized test scores, and how this impacts test reliability and validity. / * RC- 3.5
Final (100 points)
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.
UCC Performance Assessment Rubric (UPAR): In addition to a ‘C or above’, a teacher candidate must receive a ‘Met’ score on the UCC Performance Assessment Rubric (UPAR) for assignments aligned to ESOL, RC, FSAC, and Additional Elements in order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into LiveText all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted by
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.