Diagnosing Literacy Problems K-8 (Literacy IV)
ASTL 5726/6726/7726
3 Credit Hours
Course
Information/Course Description:
ASTL 5726/6726/7726, Diagnosing Literacy Problems K-8, Literacy IV will engage candidates in reading, discussions, and implementation of diagnostic tools and techniques in literacy for struggling students grades K-8. Students enrolled in the course are expected to give specified reading tests at least two students,
Course Objectives:
Literacy IV is based on National Board for Professional Teaching Standards (NBPTS) 2, 7, 8, 9, 10, as well as state Special Licensure Standards 2-7 and 9-10.
At the completion of this course, the successful student will be able to the following:
1. Express informed understanding of reading and writing processes and factors that affect reading/writing acquisition and reading/ writing proficiency. NBPTS II: Knowledge of the Field of Literacy: Reading-Language Arts; NBPTS IX: Reading
2. Interpret standardized reading test scores. NBPTS VI: Instructional Decision Making
3. Gather appropriate background information for a learner, as a part of the reading assessment. NBPTS I: Knowledge of Learners.
4. Administer and interpret situation-appropriate diagnostic reading assessments. NBPTS V: Instructional Resources; NBPTS VII: Assessment; NBPTS IX: Reading 5. 5. Conduct comprehensive case studies for learners with apparent reading problems. NBPTS VI: Instructional Decision Making
6. Produce coherent, easily understandable case reports for the learners with whom he or she has conducted a comprehensive diagnostic case study. NBPTS VI: Instructional Decision Making; NBPTS XIII: Collaboration with Families and Communities
Prerequisites and Corequisites:
ASTL 5726/6726/7726 is part of the program of study leading to the Master of Education (M.Ed.) degree in the Regents Online Degree Program (RODP). Before enrolling in this course, students must meet the following criteria:
Admitted into the RODP M.Ed. program
Completed ASTL 5721/6721/7721, Theory and Foundation of Developmental Literacy (Literacy I)
Completed ASTL 5723/6723/7723, Understanding and Implementing Best Practices in Teaching Beginning Literacy (Literacy II)
Completed ASTL5725/6725/7725, Literacy lll.
Course Topics:
·
Language and
o Characteristics and Functions of Language as related to Reading Diagnosis
o Reading as construction of meaning and the meaning of this in diagnosing reading problems.
o Learning to read and write as a literate society
· Reading Assessment
o Standardized (often high stakes) reading
o Diagnostic and informal reading assessments
o Choosing diagnostic assessment procedures appropriate to particular learners and situations
o Assessing Special Learners
· Diagnostic Case Studies & Reports: Field Application
o Gathering background information
o Choosing and administering appropriate diagnostic assessments
o Interpreting and analyzing results of assessment
o Applying assessment results to remedial instruction
o Writing a case report and making recommendations
· Conferencing with guardians and teachers
Specific Course
Requirements:
This course will be completed on-line, therefore, it is necessary that the student have access to the Internet frequently for extended periods of time. In addition, the student needs to have basic computer skills including the ability to browse internet sites, create documents in a word processing program, and upload and download files.
All of your written work is to be computer generated. Remember, you are writing for an audience, and your work should be formatted to facilitate your readers’ understanding of the information you report. Because you will be writing your personal philosophy of reading and an assessment/remedial case report for your learner, both of which will be developed and revised over time, you should keep your work on disk. The following activities will be graded to generate your course grade.
(25pts.) Philosophy of Reading Essay
(25pts.) Obtaining Information from online Mental Measurements Yearbook
(150pts.) Write-ups of Your Assessment Activities with Your Learner
Compilation of Background Information (30pts.)
Informal
Limited Miscue Analysis (20pts.)
Concurrent Interview (20pts.)
(100pts.) Written Case Report for Your Learner
(25pts.) Discussing Your Results with Your Learner’s Teacher and/or Parents
(50pts.) Participation in online discussions per requirements.
(25pts) Professional Reading from printed or on-line professional journals
Total 400points.
Textbooks,
Supplementary Materials, Hardware and Software Requirements
Required Textbooks:
Barr, R., Blachowicz, C.L.Z., Karz, C., and Kaufman, B. Reading Diagnosis for Teachers. Bpston: Allyn and Bacon, 2002.
Johns, J.L. Basic Reading Inventory.
Please visit the Virtual Bookstore to obtain textbook information for this course:
http://rodp.bkstr.com
Supplementary Materials:
Hardware
Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm. Specific hardware requirements for this course include...
Software
Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm. Specific hardware requirements for this course include...(A list of software the student is required to purchase or download for the course, Real Player, Media Player, Acrobat Reader, Microsoft Office, etc).
Instructor
Information
Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours, instructor's commitment to feedback, and other communication information.
National Board of Professional Teaching Standards (NBPTS) Consultant
I will use Board Certified teachers from
Name and Contact Information of NBPTS consultant
NBPTS Website
Assessment and Grading
Testing Procedures:
Students may be expected to complete an examination in this course. If an exam is scheduled, it must be completed during the designated time period.
Grading Procedure:
Evaluation will be based on student performance and active participation. Assignments and discussion responses should be completed by the due date so that the instructor can provide prompt feedback and constructive guidance to the student.
Grading Scale:
90-100—A 360 - 400
80-89---B 320 - 359
70-79---C 280 – 319
F = Below 279 points
Participation will be considered in calculating grade.
Assignments and Participation
Assignments and Projects:
· Philosophy of Reading essay: Due 1 week into semester
· Obtaining Mental Measurements information: Due 2 weeks into semester
· Select learner who will be evaluated: Due 3 weeks into semester
· Compile background information about learner: Due 5 weeks into semester
· Administer Informal Reading Inventory and present results: Due 6 weeks into semester
· Use Miscue Analysis and present results: Due 7 weeks into semester
· Turn in Draft Written Case Report: Due 8 weeks into semester
· Turn in Final Written Case Report: Due 9 weeks into semester
· Discussion of report of meeting with teachers and guardians: Due 11 weeks into semester
Class Participation:
Students must participate in all interactive aspects of the course. Students are expected to communicate with the instructor as a learning resource. In addition, students must check the course bulletin board frequently for announcements, and students must actively participate in threaded discussion events.
Punctuality:
Students are expected to log in a minimum of four to five times per week. All course assignments, discussions, and examinations must be completed by the due date.
Course Ground Rules
Active participation is required, Students are expected to communicate with other students in team projects, Students are expected to learn how to navigate in WebCT and to keep abreast of course announcements. To communicate with the instructor, use the WebCT email as opposed to the university email. A telephone number is also provided on the Instructor Information Page, Address technical problems immediately, Observe course netiquette at all times.
Guidelines for
Communications
Email:
Always include a subject line.
Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emotions might be helpful in some cases.
Use standard fonts.
Do not send large attachments without permission.
Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
Respect the privacy of other class members
Discussion Groups:
Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
Try to maintain threads by using the "Reply" button rather starting a new topic.
Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
Be patient and read the comments of other group members thoroughly before entering your remarks.
Be cooperative with group leaders in completing assigned tasks.
Be positive and constructive in group discussions.
Respond in a thoughtful and timely manner.
Chat:
Introduce yourself to the other learners in the chat session.
Be polite. Choose your words carefully. Do not use derogatory statements.
Be concise in responding to others in the chat session.
Be prepared to open the chat session at the scheduled time.
Be constructive in your comments and suggestion
Web Resources:
Citation Styles Online http://www.bedfordstmartins.com/online/cite6.html
Library
The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses.
Students With Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
Syllabus Changes
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
Technical Support /Telephone
Support:
If you are having problems logging into your course,
timing out of your course, using your course web site tools, or other technical problems, please contact the AskRODP Help Desk by calling
1-866-550-7637 (toll free)
or go to the AskRODP website at:
http://help.rodp.org
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