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Course Syllabus
Course Syllabus and Number: ELED6343
Course Title: Literacy Assessment and Intervention
Conceptual Framework: Professionals of the 21st Century.
Catalog Description: A study of current practices in assessing literacy development and providing intervention in identified problems. Emphasis will be placed on interactive procedures to determine and facilitate the use of reading and writing processes.
Text Required: Barr, R., Blachowicz, C., Bates, A., Katz, C., Kaufman, B. (2007). Reading diagnosis for teachers: An instructional approach. Boston: Pearson, Allyn & Bacon.
Bibliography:
Applegate, M., Quinn, K., &Applegate, A. (2008). The critical reading inventory: Assessing students’ reading and thinking. New Jersey: Pearson, Merrill Prentice-Hall.
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction, 4th edition. New Jersey: Pearson Prentice Hall.
Bell, S. & McCallum, R. (2008). Handbook of reading assessment. Boston: Pearson.
Catts, H. & Kamhi, A. (2005). Language and reading disabilities. Boston: Pearson Education, Inc.
Cooper, J. & Kiger, N. (2011). Literacy assessment: Helping teachers plan instruction, 4th edition. Wadsworth, Cengage Learning.
Galda, L. and Graves, M. (2007). Reading and responding in the middle grades: Approaches for all classrooms. Boston: Pearson Allyn & Bacon.
Ganske, K. (2000). Word journeys: Assessment-guided phonics, spelling, and vocabulary instruction. New York: The Guilford Press.
Oosterhof, A. (2003). Developing and using classroom assessments. New Jersey: Merrill Prentice Hall.
McAndrews, S. (2008). Diagnostic literacy assessments and instructional strategies: A literacy specialist’s resource. Newark, DE: International Reading Association.
Padak, N. & Rasinski, T. (2008). Evidence-based instruction in reading: A professional development guide to fluency. Boston: Pearson, Allyn-Bacon.
Spandel, V. (2005). Creating Writers: Through 6-trait writing assessment and instruction. Boston: Pearson Allyn Bacon.
Wortham, S. (2008). Assessment in early childhood education, 5th edition. New Jersey: Pearson Merrill Prentice Hall.
Yopp, H. & Yopp, R. (2006). Literature-based reading activities, 4th edition. Pearson Education, Inc.
Justification/Rationale: Emphasis in this course prepares teachers to design an assessment and intervention plan that will guide the timing and use of a variety of assessment procedures in the classroom. Students will utilize assessment data from literacy assessments to design an instructional improvement plan and provide literacy instruction to student(s).
Course Objectives: Special education candidates demonstrate their mastery of CEC Standard #6, 7, & 8 as they are aligned to the Core Values and Core Knowledge/Skills of the Arkansas Tech University School of Education Conceptual Framework with the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. This alignment is also made with Arkansas Beginning Teaching Standards and ISTE. (Arkansas) State Standards: (SS)
The student will:
1. discuss appropriate assessments for all students, from preschoolers to school age children and will explain how assessment methods are matched to the level of mental, social, and physical development as well as children’s literacy development.
2. demonstrate teaching methodologies essential for a comprehensive reading and writing program to include appropriate instruction for all students in phonemic awareness, phonics, fluency, vocabulary and comprehension.
3. examine a variety of assessment tools, both formal and informal, which can be utilized to better understand students’ early reading and writing behaviors, print knowledge, phonics, spelling, fluency, vocabulary and comprehension.
4. administer, score, and interpret for instructional purposes, selected, appropriate assessment tests to obtain a reading and writing diagnosis.
5. explain the theoretical, historical and research bases of reading diagnosis and its value in instructional planning.
6. determine specific strengths and needs of an individual with identified learning and/or literacy difficulties from assessments, plan and implement an individualized instructional program to include monitoring learning progress.
7. demonstrate alternative teaching strategies that provide instructional support and improve children’s ability to solve their own reading and writing problems.
8. write a case study describing assessment results, interpretation, diagnosis, and instruction provided for an individual with literacy difficulties.
Methods of Instruction: A variety of instructional strategies, such as direct instruction, guided discussion, field practicum, interpreting student data, modeling and demonstrating, application exercises, and cooperative learning will be utilized in teaching this course.
Assessment Methods: Coursework will consist of text readings, homework assignments, in-class assignments, class discussions and field experience with student(s). Written examinations and class assignments will serve to evaluate comprehension and application of assessment concepts and skills. Students will create an assessment portfolio of informal literacy assessments. Students will write an instructional improvement plan that will include a reading/writing diagnosis.
To complete the course, students will
1. Compile an assessment portfolio of screening tools, informal and formal literacy assessments and required information for interpreting assessment data.
2. Administer assessments and interpret assessments results in a diagnostic plan.
3. Based on diagnostic plan, students will develop a written instructional improvement plan for a student and demonstrate teaching strategies.
4. Students will write a case study of the child from the instructional improvement plan describing difficulties in reading and writing.
5. Write summary review of journal article(s) related to assessment and interventions.
Grading: Course grades will be based on accuracy and quality of the contents of students’ assessment portfolios, diagnostic plan and instructional log.
Portfolio of Assessments……………….…100 points Grading Scale
Instructional Improvement Plan…………...100 points A………90%-100%
Case Study…………………………………100 points B………80%- 89%
Exams…………………………………… 100 points C………70%- 79%
Journal Article Summaries…………………..50 points D………60%- 69%
Demonstration of Teaching Strategies……….50 points F……59% and below
Late assignments may result in a decrease of the total points earned for the assignment. Assignments are due by the end of class on the assigned day. Assignments not received by end of class will have a point reduction of 2 points per day. Students are responsible for giving the assignment to the instructor in her office during office hours so the instructor and the student can initial and date the assignment.
Policy on absences, cheating, plagiarism, etc. Frequent unexcused absences from class will result in the lowering of the student’s final grade. Your active participation in class exercises and discussions is vital to your growth and development as a reflective practitioner and decision-maker. Please refer to your student handbook for the university policy concerning cheating and plagiarism.
Course Content:
A. Overview of Assessment, Diagnosis and Intervention, current terms, purposes and characteristics
B. Five Critical Areas of Reading and their Interrelationships
C. Literacy Assessments
D. Diagnosis as Part of Classroom Instruction and Planning
E. Model for Reading Diagnosis
F. Knowledge of Print: Its Development, Assessment, and Instructional Support
G. Knowledge of Print: Oral Reading Analysis and Instructional Support
H. Prior Knowledge and Vocabulary: Development, Assessment and Instructional Support
I. Reading Comprehension: Its Nature, Development, Assessment and Instructional Support
J. Decision Making: Organizing, Using, and Communicating Assessment Information