ASTL 5729
Remediation of Literacy Problems (Literacy V)
3 Credit Hours

Course Information

Course Description:

ASTL 5729/6729/7729 (Literacy V) will engage candidates in reading, discussions, metacognition and implementation of instructional strategies based on the data derived from the diagnostic tools employed with students in Literacy IV. These students will be struggling readers in grades K-8. (Issues related to improving student writing will also be presented and explored.)

Course Objectives:

This course is based on the National Board for Professional Teaching Standards (NBPTS) 2, 7, 8, 9, and 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 do the following:

1.       Evaluate the research regarding the effectiveness of various instructional strategies for teaching reading and writing.

2.       Determine effective ways of identifying student learning styles.

3.       Plan and deliver intervention strategies designed to meet the needs and learning styles of those individual students who have difficulty mastering reading and writing skills.

4.       Develop strategies for documenting learner growth and development in regard to reading and writing.

Prerequisites and Corequisites:

ASTL 5729/6729/7729 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 ASTL 5723, students must meet the following criteria:

·         Admitted into the RODP M.Ed. program

·         This is the final course in the M.Ed. program.  Prior to enrolling in this course, students must have completed ASTL 5700/6700/7700, ASTL 5701/6701/7701, ASTL 5721/6721/7721, ASTL 5703/6703/7703, ASTL 5723/6723/7723, ASTL 5705/6705/7705, ASTL 5706/6706/7706, ASTL 5725/6725/7725, ASTL 5726/6726/7726, and ASTL 5709/6709/7709.

Course Topics:

1.  Based on continuing assessment and diagnosis, each candidate will instruct two students for approximately 15 hours each (for a total of 30 hours), making adjustments and facilitating the student’s reading progress.  A written /word-processed case analysis and portfolio with artifacts will be compiled according to the forms/outline provided by the instructor including recommendations and dissemination to parents.

 

2.  Each candidate will read and critique four current (copyright date within 3 years) research articles that relate to assessment and/or intervention strategies.

 

3.  Each candidate will read text assignments provided by instructor.

 

4.  Each candidate will participate in the pre-post exam and two additional quizzes.

 

5.  Each candidate will participate in all class discussions and activities, including an analytical, reflective self-evaluation process.

 

Module One: Introduction to diagnostic teaching and remediation

     Diagnostic Teaching and The Reading Event                                                               

Module Two:  Role of the Diagnostic Teacher

Module Three:  Overview of Diagnostic Teaching Session

Module Four:  Gathering Diagnostic Data and Formulating Diagnostic Hypotheses

Module Five:  Assessment Using Diagnostic Lessons

Module Six:  Assessment Using Portfolios

Module Seven:  Selecting Materials and Techniques

       Reading/ Writing Connection

Module Eight:  Tutoring Report and Case Analysis Workshop

Module Nine:  Case Analysis Report discussion

Module Ten:Case Analysis Discussion- Follow up

Module Eleven:  Case Analysis:  Oral Presentation, Post–test, Self-Evaluation

Portfolio- Case Analysis Report

Specific Course Requirements:

This course will be completed online, 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.  Students must also participate in online discussions through the digital drop box in the WebCT course. 

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

Please visit the Virtual Bookstore to obtain textbook information for this course:
http://rodp.bkstr.com

Supplementary Materials:

To be included in the section entitled course documents to include websites and other recommended readings.

Hardware Requirements:

The minimum requirements can be found at http://webmail.tntech.edu/redirect?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://webmail.tntech.edu/redirect?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

Name and Contact Information of NBPTS consultant.

NBPTS Website

Assessment and Grading

Testing Procedures:

Students are expected to complete examinations 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, discussion responses, and examinations should be completed by the due date so that the instructor can provide prompt feedback and constructive guidance to the student. 

Grading Scale:

(Please note, this is the grading scale for all graduate courses.)

90-100--A
80-89---B
70-79---C
60-69---D (Grade not available at all universities)
Grading and Evaluation Procedures

Case Analysis.........……………. 25 %

Tutoring Report with Artifacts…..20%

Exams ......................................20%

Assignments……. ......................15%

Online Reading and Response…10%

Reflection…………………………. 5%

Threaded Discussion ...................5%

Assignments and Participation

Assignments and Projects:

Module One:  Introduction to Remediation of Literacy Problems

      A.  Review of Assessment Data and Analysis of Client Need

Module Two:  Introduction to diagnostic teaching and remediation

     A.  Chapter 1 & 2 discussion (Diagnostic Teaching and The Reading Event)                                                                  1.  Project One:  Online Discussion

                        2.  Project Two:  Assessment Data Analysis

Module Three:  Role of the Diagnostic Teacher

     A.  Chapter 3 discussion

                         1.  Project Three: Instructional Strategy Presentations

Module Four:  Overview of Diagnostic Teaching Session

      A.  Chapter 4 discussion

                         1.  Project Four:  Instructional Strategy Presentations (con.)

                         2.  Project Five:  Article Critique on Diagnostic Teaching

Module Five:  Gathering Diagnostic Data and Formulating Diagnostic Hypotheses

       A.  Chapter 5 and 6 discussion

                          1.  Project Six:  Instructional Strategy Presentations (con.)

                          2.  Project Seven:  Article Critique on Reading Strategies

Module Six:  Assessment Using Diagnostic Lessons

       A.  Chapter 7 discussion

                          1.  Project Eight:  Article Critique on Reading or Writing Assessment

Quiz- Chapters 1, 2,3, 4, 5, 6, 7

Module Seven:  Assessment Using Portfolios

       A.  Chapter 8 discussion

                          1.  Project Nine:  Instructional Strategy Presentations (con.)

Module Eight:  Selecting Materials and Techniques

       A.  Chapter 9 and 10 discussion

       B.  Reading/ Writing Connection

                          1.  Project Ten:  Article Critique on Writing Strategies

Module Nine:  Tutoring Report and Case Analysis Workshop

       A.  Requirements discussion

                          1.  Project Eleven:  Tutoring Report

Module Ten:  Case Analysis Report discussion

                          1.  Project Twelve:  Case Analysis

Module Eleven:  Case Analysis Discussion- Follow up

Quiz - Chapters 8, 9, 10, & 11

Module Twelve:  Case Analysis:  Oral Presentation, Post–test, Self-Evaluation

Portfolio- Case Analysis Report

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 read assigned readings and be able to analyze and discuss implications for classroom practice. 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 emoticons 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:

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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