The University of Texas at El Paso
Assessment and Teaching of Reading
Course Information
Class hours: Wednesdays, 12:30 PM – 3:20 PM
Prefix: RED 4341
CRN: 23114
Room: 312 College of Education
Semester: Spring 2012
Course Instructor
Name: Deborah Reed, Ph.D.
Assistant Professor
Department of Teacher Education
Office: 901B College of Education
Office Phone: 747-8661
Office Hours: Mondays 8:00 – 8:30 AM and 12:00 – 1:30 PM; Tuesdays 10:00 AM – 12:00 PM; and by appointment.
Email:
Course Description
Assessment in the Teaching of Reading (3-0-2) Standardized and informal materials and techniques for diagnosing strengths and weaknesses of individuals and groups, techniques and materials for building specific reading abilities, and methods of individualizing instruction and grouping. Identification and reading strategies for dealing with dyslexia and other reading disorders.Restricted to minor: ALTC. Prerequisites: BED 4345, ECED 4335, RED 3340 or RED 3342 (depending on degree plan), each with a grade of "C" or better, admission to Teacher Education and department approval. Field experience required.
Course Objectives
Students in this course shall improve within their academic understanding of reading assessment as related to current educational practice for Texas state certification in US public schools. This course focuses on the practical dimensions of reading assessment as it would inform and enhance optimal teaching practices in the classroom. Students are expected to engage in an academic understanding on the fundamentals of reading assessment and reading instruction for public school instruction and teacher certification.
Learner Outcomes
Students will learn to:
- Design instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.
- Apply human developmental processes to plan instruction and ongoing assessment responsive to student developmental characteristics and needs.
- Plan learning experiences and assessments responsive to students' learning.
- Design and implementprocedures for effective and coherent instruction and assessment based on appropriate learning goals and objectives.
- Plan effective, engaging instruction and appropriate assessments that reflect knowledge of learning processes and factors impacting student learning.
- Create a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.
- Establish a classroom climate that fosters learning, equity, and excellence and create a physical and emotional environment that is safe and productive.
- Create an organized and productive learning environment that is cognizant of Bloom’s Taxonomy.
- Provide responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback.
- Communicate effectively in varied teaching and learning contexts.
- Appropriately use instruction that actively engages students in the learning process.
- Effectively use technology to plan, organize, deliver, and evaluate instruction for all students.
- Monitor student performance and achievement with timely, high-quality feedback and response to promote learning for all students.
- Adhere to legal and ethical requirements for educators.
Evidence of Impact
Students will be administered a pre-post exam entitled “Teacher Knowledge of Reading.” This exam covers basic dimensions of reading knowledge and instruction necessary for certification and professional development in the State of Texas. Students are encouraged to use this test as a gauge of their current knowledge about reading instruction, and use it as a way to recognize areas for their personal improvement. The scope of pre-post student performance on this test will be used as evidence of instructional impact of the curriculum implemented in RED 4341.
Online Course Information
There will be an online Blackboard website that will be used in conjunction with this course. The address for that site is:
Once you open the website, login with your UTEP username and password. The course blackboard site will be a repository for assignments, handouts, readings and other material essential for the successful completion of the course. Please note that you should be on campus when you first use the website, and that you should also activate a VPN address if you wish to utilize the website from off campus. More information about the course website will be provided during class.
College of Education Vision, Mission & Goals
The long-term vision of the UTEP College of Education is to expand interdisciplinary research to meet the compelling need for research linking teaching and learning to meet the critical challenges of education in the 21st century. This vision includes the strengthening the role of the College of Education in linking the U.S. and Mexico in building collaborative relationships to enhance current educational theory and practice.
The mission of the College of Education is to prepare effective teachers, counselors, diagnosticians, and school administrators, who successfully address the problems of schools and other youth serving agencies, especially in communities with a significant Hispanic population.
Respect for Diversity
It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socio-economic status, ethnicity, race, and culture. Your suggestions are appreciated and important to me. It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a valuable resource, strength, and benefit. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups. I would like to hear from anyone who has a disability that may require some modification of seating, testing, or other class requirements so that appropriate arrangements may be made. I have attempted to avoid conflicts with major religious holidays. If I have inadvertently scheduled an exam or major deadline that creates a conflict with your religious observances, please let me know as soon as possible so that we can make other arrangements.
Disabled Student Statement
In Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, if a student needs an accommodation then the Office of Disabled Student Services located at UTEP need to be contacted. If you have a condition, which may affect your ability to perform successfully in this course, you are encouraged to discuss this in confidence with the instructor and/or the director of the Disabled Student Services. You may call 915.747.5148 for general information about the American with Disabilities Act (ADA) and the rights that you have as a UTEP student with a disability. You also can visit the DSSO website at or the DSSO office in Room 108 East Union Building.
Individuals with disabilities have the right to equal access and opportunity. It is the student's responsibility to contact the instructor and The Disabled Student Services Office at The University of Texas at El Paso.
Required Texts
Gillet, J. W., Temple, C., Temple, C., & Crawford, A. (2012).Understanding reading problems: Assessment and instruction (8thed.). Boston, MA:Allyn & Bacon.
In addition you may be reading various short articles in print, online, and PDF electronic format provided by your instructor.
Suggested for further reading and study (*NOT* required):
Francis, D.J., Barth, A., Cirino, P., Reed, D.K., & Fletcher, J.M. (2010). Texas middle school fluency assessment, version 2.0. Houston, TX: University of Houston/Texas Education Agency.
McKenna, M.C., Dougherty, K.A., & Stahl, S.A. (2009).Assessment for Reading Instruction. New York: Guilford Press.
McMillan, J. A. (Ed.). (2007),Formative classroom assessment: Theory into practice(pp. 99-115). New York: Teachers College Press.
Reed, D. K. (2011).A review of the psychometric properties of retell instruments. Educational Assessment Journal, 16(3), 123-144. doi: 10.1080/10627197.2011.604238
Attendance Policy
This course requires your active participation in discussion and cooperative activities. If you have an excessive amount of unexcused or excused absences or tardies, your final grade will reflect your lack of participation. Leaving early from class will count as an absence. Arriving very late to a class will count as an absence. Spending class time doing other activities (including texting, surfing the web, working on other assignments) will count as an absence. Attendance will be taken at each class. More than two absences can be considered excessive and could result in your being dropped from the class. Deduct ten points from your overall grade for each absence beyond the two allotted excused and unexcused absences. Excused absences will need to be documented in writing through a note from your doctor that specifies the exact time and date of your required absence, or a letter from your coach that specifies your participation in a scheduled out-of-town game. A personal phone call, email, or a note from a friend does not constitute an excused absence. I appreciate being informed about any special circumstance that may prevent you from participating in the class. It is always a good idea to let me know about an absence before it occurs.
Classroom Participation
I expect everyone to complete all assigned readings and assignments on time as specified by the syllabus schedule. I do not accept late work without extenuating circumstances or prior approval. Any agreed upon late work may be subject to a point reduction. Timely completion of all assigned readings and assignments is expected. Due to the amount of dialogue and in-class instruction, active class participation is required. Be prepared to share your work in class. Students who are unwilling to share their work, or who avoid sharing their work by not having it ready, will have points deducted from their overall average.
Professional Behavior
This is a professional development class designed to prepare you for a career in education. I expect each student to participate in the class in a professional manner. Negative behavior will not be tolerated in class and could result in an administrative drop at the instructor’s discretion. Please do not use cell phones or text messaging during class. If you absolutely must take a call during class, plan to step outside to do so. It is a good idea to let me know ahead of time that you will need to leave the class to take a call.
Course Communication
I normally respond to emails sent to my utep.edu account within 48 hours or sooner. Please allow a reasonable amount of time for me to reply to your email. You are also welcome to meet with me in person during normal office hours during the day.
Effective Electronic Communications
It is important to share a word of caution, so we can become wiser about interpersonal distance learning communications. When communicating electronically, many of the feelings or impressions that are transmitted via body language in face-to-face communications are lost. Consequently, interpreting emotions and innuendos is much more difficult. Only what is written, or drawn, carries the message. Often, excitement can be misinterpreted as anger or insult. It is important that we all keep this in mind as we communicate. Words in print may seem harmless, but they could emotionally injure us when working at a distance. Hence, it is vitally important that we are conscious of how we communicate while working at a distance.For example, avoid the use of caps in your electronic messages, as wording in caps comes across as shouting.
The standard practice ("Netiquette") for participation in networked discussion requires that all participation be focused on the topic at hand, not become personalized, and be substantive in nature. (Translation: you may certainly disagree with others, but you must do so respectfully; you may express strong beliefs or emotions, but you may not get so carried away that you lose all perspective on the course itself. More information on Netiquette, the etiquette of Internet communication, can be found at .
Time Management
The rule of thumb for time planning for a course is approximately three (3) hours for every credit hour taken. This is a standard figure recommended across the board by American universities. For a 3 credit course, course you should expect to spend:
3 hours of class time + 9 hours of study and prep time = 12 hours per week.
Computer Requirements
First, let's make sure your computer has the necessary plug-ins you will need to access all the content in this course. Next, please utilize the Blackboard Browser checker and fix any discrepancies. In addition, you will need the following software on your computers to efficiently work in this, or other, online courses. In some cases your computer may already have some of these programs installed.
- Adobe Acrobat Reader: You can get the program by going to and then clicking on the icon on the center of the screen which says “Get Adobe Reader”. Follow instructions to install the reader.
- Adobe Flash Player: You can get the player by going to and then clicking on “Get Adobe Flash Player”. Follow instructions to install the player.
- Microsoft Office: I recommend buying this if you do not have any word processing software or presentation software. As students, you can generally buy this whole package for about $25, far less than the store price of approximately $400.
Assignments and Grading
The instructor reserves the option to change scheduled class topics, assignments, grade percentages, and due dates. Additional quizzes may be given if deemed necessary. No late work will be accepted.
- Weekly Assignments (40% of grade)
There will be multiple-choice quizzes on each reading assignment. Quizzes are on Blackboard in the “Assessments” section. You are able to retake the quizzes up to 3 times, but you must complete the quizzes by the start of class on the day the reading is due. You are encouraged to use your textbook and other readings when taking the quizzes. However, you may NOT consult other students. Please refer to the section on Academic Integrity as a reminder of the expectations for your work.
Other assignments are done in class and may include short written responses. These will involve discussion with your classmates and will affect your participation grade (see below).
- Field Experience: Clinical Diagnostic Reading Report (30% of grade)
You and a partner will select a student in grade 3 or higher with whom to practice administering assessments of: phonemic awareness, phonics, fluency, vocabulary, spelling, listening comprehension, reading comprehension, and writing. You must administer all eight types of assessments and use the results to prepare a report containing the following information:
- A description of your diagnostic subject (the student).
- A description of each assessment administered.
- An analysis of the assessment results.
- A recommendation for improving the student’s reading.
- Artifacts (e.g., answer sheets) from your subject.
A report template will be provided and must be followed. Reports will be evaluated using the rubric at the end of the syllabus.
- Small Group Presentations (15% of grade)
You will prepare two informal presentations: one on an RTI topic and one on a standardized assessment topic. The informal presentation will be delivered in a small-group of 3-5 students. Presentations will address the questions outlined on the rubrics attached to the end of this syllabus.
- Classroom Participation (15% of grade)
At the end of the course, you will be assigned a participation grade based on how well you engaged the class in terms of your verbal and non-verbal participation. Positive classroom participation that can result in a higher grade would include sharing informed insights about the readings, displaying collegiality among your peers, working constructively toward a clearer understanding of the topic under discussion. Negative participation, unprofessional behavior, and/or late assignments will result in a lower grade.
Academic Integrity: Academic honesty is highly valued at UTEP. All work submitted should represent your original words or ideas. If any words or ideas are used that are not the student’s own, proper citations should be used to denote other sources consulted. Academic dishonesty may include, but is not limited to, cheating, plagiarism, submission of work created in whole or part by another person without proper citations, failure to complete work as a group member without advising the instructor of this failure, and taking an examination or writing a paper for another person. Cases of suspected academic dishonesty will be referred to the appropriate Dean. Proven violations may result in sanctions ranging from a failing grade on the assignment in question, failure of the course, to suspension or dismissal from school. Please consult the Handbook of Operating Procedures available through the Office of the Dean of Students for further information.
Grading Scale
90 – 100% A
80 – 89% B
70 – 79% C
60 – 69% D
59% – below F
A Tentative Assignment ScheduleWeek / Date / Readings & Activities / Assignments
1 / Jan. 18 / Class Introduction / • Syllabus quiz to be done in class
• Reciprocal interview
2 / Jan. 25 / Chapter 1 (Reading and Its Assessment) / • Take quiz* on chapter: DUE BY CLASS TIME
3 / Feb. 1 / Chapter 2 (RTI)
Prepare to teach your group members about an RTI topic:
- Types of assessments in Tier 1
- Types of assessments in Tier 2-3
- Differences in assessments for English language learners
- Tracking and using assessment results
• See rubric attached to syllabus for more information on preparing your presentation
NOTE: ARC center to visit for student teaching sign-up
4 / Feb. 8 / Chapter 3 (Emergent Readers and Writers) / • Take quiz* on chapter: DUE BY CLASS TIME
5 / Feb. 15 / Chapter 4 (Beginning and Fledgling Readers and Writers) / • Take quiz* on chapter: DUE BY CLASS TIME
6 / Feb. 22 / NO CLASS MEETING: Work on practicum
7 / Feb. 29 / Chapter 5 (Developing Readers) / • Take quiz* on chapter: DUE BY CLASS TIME
8 / March 7 / Chapter 8 (Spelling and Writing) / • Take quiz* on chapter: DUE BY CLASS TIME
9 / March 14 / NO CLASS MEETING: spring break
10 / March 21 / Chapter 7 (Middle and Secondary School Readers and Writers) / • Take quiz* on chapter: DUE BY CLASS TIME
11 / March 28 / NO CLASS MEETING: Finish administering all assessments to diagnostic subject and start report / • Email a completed outline template to me by the end of class time.
12 / April 4 / Chapter 10 (Formal Measures)
Prepare to teach your group members about a standardized test topic:
- Reliability
- Validity
- Percentile ranks and standard scores
- Norming sample
• See rubric attached to syllabus for more information on preparing your presentation
13 / April 11 / Chapter 6 (Informal Assessments) / • Take quiz* on chapter: DUE BY CLASS TIME
14 / April 18 / NO CLASS MEETING: Complete Clinical Diagnostic Reading Report / • Deliver printed report to my office by the end of class time.
15 / April 25 / Chapter 9 (Culturally and Linguistically Diverse Students) / • Take quiz* on chapter: DUE BY CLASS TIME
16 / May 2 / Chapter 11 (Factors Related to Reading Problems) / • Take quiz* on chapter: DUE BY CLASS TIME
Final: Teacher Knowledge of Reading (on Blackboard)
Due by 3:20 PM on Wednesday, May 9th. You are encouraged to use your textbook, other readings, and notes to develop your answers. However, you may NOT consult other students. Please refer to the section on Academic Integrity as a reminder of the expectations for your work.
All quizzes and tests are accessible via Blackboard in the Assessments folder.