RDG 575.410: Reading Research & Assessment
Tarleton State University/Summer II, 2009
Dr. James E. Gentry
Office: E.J. Howell Education Building #306
Campus Phone: 968-0701
Email:
Personal Website: http://www.learningwithjamesgentry.com
Course Meeting Time & Days: 1:00 to 3:15 Monday-Thursday ROOM#: EDU 206
Office Hours: Monday-Thursdayà9:00 am to 10:15 am
Please make an appointment whenever possible as we are often called to
attend university meetings/functions during posted hours. Thank you
Curriculum and Instruction Graduate Program Goal
Students will analyze, synthesize and evaluate professional literature, support effective educational practices and policies as derived from current research, and conduct action research. Curriculum and Instruction Graduate Handbook, p. 6.
Tarleton State University Catalogue Description~ Reading Research & Assessment. (3-0) Examines methods and techniques employed in reading research and assessment. Includes a review of research and the development, implementation, and dissemination of classroom research. Explores the application of appropriate diagnostic and correctional procedures for elementary, secondary, and adult learners having difficulty reading. Includes clinical practice.
Intended Student Outcomes:
Knowledge…
1. Exhibit knowledge of research-based reading theory
2. Demonstrate knowledge of current research and issues concerning reading disabilities
3. Demonstrate knowledge of reading strategies that are appropriate for disabled learners
Skills…
4. Demonstrate the ability to formally and informally assess and remediate disabled readers
5. Demonstrate the ability to use computer-based technologies to access, manage, and use information to support
research, remediation, and instruction of disabled readers
6. Demonstrate the ability to conduct, evaluate, and present research concerning issues in reading disabilities
Resources:
Gunning, T. (2010). Assessing and correcting: Reading and writing difficulties (4th ed.). Boston, MA: Pearson.
Shanker, J. L. & Ward, C. A. Ekwall & Shanker reading inventory (5th ed.). New York, NY: Allyn & Bacon.
SYLLABI WEBSITE (http://www.learningwithjamesgentry.com/jamesgentry/SYLLABI~LINKS.htm)
Academic Honesty:
Cheating, plagiarism (submitting another person’s materials or ideas as one’s own), or doing work for another person who will receive academic credit are all-impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure of give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged material as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.
Writing Proficiency Statement:
In this class students will be expected to write in a technical format using APA. Owing to the nature of the teaching profession and the need to constantly present a professional image, avoid non-content errors (mechanics, spelling, punctuation, and/or grammar, etc.) on all assignments handed in for a grade by proofreading carefully. Students should find a good editor and/or use the writing lab. Assignments with excessive errors of any kind will be returned without a grade. Professors will indicate areas of weakness and make recommendations on content, but will not edit papers for mechanical errors. Students should refer to Chapter 2 (APA manual) to make sure their writing fits a technical writing style.
Assessment Components & Course Requirements:
1. Ekwall/Shanker Reading Inventory ~ESRI (ESRI) FIELD EXPERIENCE COMPONENT (10 points)
Shanker, J. L. & Ward, C. A. Ekwall & Shanker reading inventory (5th ed.). New York, NY: Allyn & Bacon.
You will assess the reading skills and reading attitudes of two students using the ESRI and reading attitude surveys (WE WILL NOT BE ABLE TO FOLLOW PROPER PRE & POST TESTING PROTOCOLS). See the details and criteria listed below (a-c).
a. You will assess two students' reading (family member's child or your child is appropriate) at the following grade levels: STUDENT 1>K to 5th grade and STUDENT 26th to 12th grade using the appropriate ESRI tests (See page 8 of the ESRI) and reading attitude survey (See b below). Make appropriate decisions about testing and bring the completed tests with scoring sheets (ESRI=pp. 127 to 309) as well as the needed SUMMARY sheet (ESRI=p. 115) to class for evaluation and discussion. Also, your completed attitude survey would be useful.
b. Give Appropriate Reading Attitude Survey: (Elementary to Older)
· Elementary (ERAS) "The Garfield"= (SEE THE SCORING)
· Older Students #1= (OPEN-ENDED)
· Older Students #2 (SD - Strongly Disagree=0, D - Disagree=1, U - Undecided=3, A - Agree=4, SA - Strongly Agree=5)
c. You will complete a QUICK REPORT describing what you learned about each student's reading needs with possible reading interventions or ideas to improve or maintain reading skills and experiences (SEE QUICK REPORT GUIDELINES below).
QUICK REPORT GUIDELINES: (DO NOT USE STUDENT or SCHOOL NAMES)
I. Student Information: Age/Grade level/Etc...(Anything else you deem important):
II. List the Student's Interests and Describe the Student's Attitude Concerning Reading (USE SURVEY):
III. Reading Strengths: Support with ESRI DATA
IV. Reading Challenges: Support with ESRI DATA
V. Possible Solutions/Interventions/Ideas to Reading Challenges or Needs: Support with ESRI DATA
VI. List the Top Three Actions That Need to Occur to Produce Positive Change: (EXPLAIN YOUR REASONS)
Due: 1st Student Evaluation=July 30th / 2nd Student Evaluation=August 11th
2. Analysis of Professional Material (5 points)
2 Research Article Summaries and Reflections (5 points each)
Read two research articles pertaining to literacy assessment (e.g., Reading Teacher or Reading Research Quarterly). Reflect on the research information in the light of your teaching experience and prior readings. Complete the EVALUATION OF RESEARCH STUDIES RUBRIC and EVALUATION OF RESEARCH STUDIES GUIDANCE SHEET (SEE a & b) (10% of your grade=5 points each)
a. EVALUATION OF RESEARCH STUDIES RUBRIC
b. EVALUATION OF RESEARCH STUDIES GUIDANCE SHEET
ATTACHED AT
THE END
3. Blackboard On-Line Modules (1-5) (55 points)
Several modules (1-5) will guide textbook reviews on Blackboard.
BE READY: 1st July 17th, 2nd July 24, 3rd July 31, 4th August 7, and 5th August 12
4. Professionalism (10 points)
This class is active and dynamic, so “getting the notes” will not replace the experience. Participation on-line and in-class in regards to activities, enthusiasm, and eagerness to learn are essential. Due On Going
5. Quizzes: (10 points)
Quizzes will cover readings and discussions and will be found online using Blackboard ASSESSMENTS in the COURSE TOOLS MENU.
BE READY: 1st July 24th & 2nd August 6th
6. Final exam: (10 points)
This will be a comprehensive exam based on your readings, class experiences, and class discussions. (10% of your grade) August 13, 2009~THURSDAY
Total 100 points
RDG 575-410 Reading Research & Assessment
Dr. James E. Gentry, Ed.D. Page 9
GRADING SUMMARY:
RDG 575-410 Reading Research & Assessment
Dr. James E. Gentry, Ed.D. Page 9
ESRI~10 points (10%)
Analysis of Professional Material~5 points (5%)
Blackboard On-Line Modules (1-5)~55 points (55%)
Professionalism~10 points (10%)
Quizzes~10 points (10%)
Final ~10 points (10%)
RDG 575-410 Reading Research & Assessment
Dr. James E. Gentry, Ed.D. Page 9
Professionalism Defined:
General professional behavior expectations:
Communication:
Communicate appropriately and effectively with colleagues, supervisors, students, parents, caregivers and community members using various forms.
Collaboration:
Work collaboratively with colleagues, mentors and supervisors to achieve the local, state, and national goals of education.
Commitment:
Demonstrate commitment to the teaching profession and exercise leadership for the advancement of the profession and public education; be responsible, punctual, regular in attendance, and prepared to participate in all aspects of professional development.
Professional Development:
Take responsibility for utilizing professional teaching practices and
constantly strive to improve through professional growth.
Ethical Conduct:
Uphold the Code of Ethics for Texas Educators and abide by local, state, federal rules, regulations, and policies; demonstrate respect and maintain ethical conduct in relations with professional colleagues, students, parents, and members of the community.
Academic Honesty Statement
Cheating, plagiarism (submitting another person’s material as one’s own), or doing work for another person who will receive academic credit is impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged material as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.
ADA Statement
If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the office of the Academic Dean of the Tarleton University System Center – Central Texas or to the Disability Services Director on the Stephenville campus.
Trina Geye, Director Box T-0780 Stephenville, TX 76402 (254) 968-9478
Students With Disabilities Policy:
It is the policy of Tarleton State University to comply with the Americans with Disabilities Act (ADA) and other federal, state, and local laws relative to the provision of disability services. Students with disabilities attending Tarleton State University may contact the Office of Disability Services at (254) 968-9478 to request appropriate accommodation. Furthermore, formal accommodation requests cannot be made until the student has been officially admitted to Tarleton State University.
TURNITIN.
All written work may be submitted to TURNTIIN. The online plagiarism detection service is required for all papers. The instructor will provide information for registration and submission of student work. Intellectual property rights of student work is addressed on the TURNITIN site: http://www.turnitin.com/static/index.html
Technology:
THE INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE):
Content and assignments for this course reflect ISTE standards including: Educational computing and technology (ECT) is an emerging field, which encompasses many sub-disciplines. This field includes knowledge about and use of computers and related technologies in (1) integration of technology and curriculum to support learning; (2) delivery, development, prescription, and assessment of instruction; (3) effective use of computers as an aid to problem solving; (4) school and classroom management; (5) educational research; (6) electronic information access and exchange; (7) personal and professional productivity; (8) technical assistance and leadership; and (9) computer science education.
Computer Usage Policy:
The University reserves the right to limit, restrict or deny access to its technology resources, as well as to take disciplinary and/or legal action against anyone in violation of these regulations or applicable law.Use the following link to view the acceptable computer use policy:
http://www.tarleton.edu/~helpdesk/network/acceptable_use.html
Library Support:
The mission of the Dick Smith Library is to supplement and enrich classroom teaching and learning; to support individual study and research; and to reinforce all curricular and recreational programs of the University.Use the following link to view the library support available: http://www.tarleton.edu/~library/userhelphome.html
Technical Support: Students needing technical support with online instructional tools will find useful information, tips and contact information at the Center for online support services http://online.tarleton.edu/Dual/DualLoginPage.htm. Student having problems with online instructional tools including Blackboard CE6 should contact the support services at 254.968.1960 or through Email at
Note: Many of the problems reported by students are caused simply by the fact that their browser is not set up (tuned) properly or they are not using the correct browser version.Information concerning computer configuration for Blackboard CE6 can be found at http://online.tarleton.edu/Dual/computersettings.htm. If you have questions please contact Online support services at 254.968.1960 or through Email at . Students having problems with Email or accessing the Tarleton Network should contact the Tarleton Information Services helpdesk at: http://www.tarleton.edu/~helpdesk/
Student Help:
Additional information about how to use Blackboard CE6 and many other helpful tips can also be found in the student resources area of the Center for Instructional Technology and Distributed Education website. The Blackboard CE6 Student Toolbox:
http://online.tarleton.edu/students/CE6handbook/home.htm
To get started using Blackboard CE6, carefully read the information in this section of the Blackboard CE6 Student Toolbox: http://online.tarleton.edu/students/CE6handbook/page_2.htm
Curriculum and Instruction
Common Assessment
EVALUATION OF RESEARCH STUDIES RUBRIC
0-1 points / Acceptable
2 point / Target
3 points / Points
Some reference information omitted / All reference information provided / All reference information provided with seminal references
Research question(s), central problem or premise was omitted / Research question(s), central problem or premise was unclear, research intent is unclear / Research question(s) central problem or premise stated was clear, retaining clarity for reader
Important points of the article provided were omitted / Important points of the article were unclear / Important points of the article were clear and to the point
Author's conclusions were omitted; Author's recommendations No conclusions were specified / Author's conclusions and recommendations were simplistic in detail; Author's recommendations were applied in a general sense and not tied well to literature review / Author's conclusions and recommendations explicitly provided; Author's recommendations are applied to practical suggestions and fit the literature review
Author's argument or logic was omitted; Author's perspective is unclear / Author's argument or logic is provided and research evidence provided in basic detail; Author's perspective is somewhat unclear / Author's argument or logic is based on research evidence and precisely explained; Author's perspective (possible biases) clearly discussed
Supporting research briefly described or omitted / Some evidence of educational research supporting the author's conclusions were provided / Evidence of educational research supporting the author's conclusions explicitly applied to the article's intent
Application to education field briefly described or omitted / Application to education field provided and clarified / Application to education field and resulting personal and professional development clarified
Article contained more than two spelling errors and/or grammatical errors. / Review contained no more than two spelling errors and/or grammatical errors. / Review contained no spelling errors or grammatical errors.
Total points for article:
NAME:______Date:______