Diagnostic Reading Procedures

1. Students will demonstrate the ability to compare, contrast, use, interpret, and recommend a wide range of formal and informal assessment tools.

2. Students will demonstrate the ability to collect, analyze, and use schoolwide assessment data to implement and revise school reading programs.

3. Students will demonstrate the ability to communicate assessment information to various audiences for accountability and instructional purposes.

4. Students will demonstrate knowledge of how to use a learner’s literacy strengths to develop a learner’s literacy needs.

5. Students will demonstrate knowledge of reading and writing processes and will select appropriate literacy methods, strategies, and materials for instructional purposes.

6. Students will analyze and interpret informal and formal diagnostic data in order to recommend appropriate instruction for children’s identified strengths and needs.

7. Students will demonstrate knowledge of how to document and monitor children’s literacy progress.

8. Students will demonstrate knowledge of how to analyze and adjust instruction as needed to assist children to develop their literacy abilities.

9. Students will demonstrate knowledge of a variety of reading teaching methods, reading and writing strategies, and materials to assist children with reading and writing.

10. Students will synthesize diagnostic data obtained from informal assessments, lesson plans, and lesson reflections in a case study report.

Participation and Professional Conduct, 20% of grade: 

Merely attending class is not sufficient to earn the class participation credit, but you must be present in order to participate. Unexcused absences will affect your participation grade. Come to class prepared and ready to actively participate in each class session: ask questions, answer questions, share your knowledge and experiences, and actively participate in whole class and small group discussions and activities. Read any assigned course materials, bring your texts and course materials to every class session, and take responsibility for your share of discussion. One of the privileges of a community of learners is gaining feedback from others as you learn. Take advantage of this privilege—ask others to proofread your assignments, study with members of the class, and discuss ideas with group members.

Evaluation criteria (100 pts): a) actively engage others in constructive discussion, questioning, and querying during class sessions to assist in the development of self-reflective practice (Brown, 1997), 50 points, and b) participation in group activities, 50 points. If there is no group activity for a specific date, participation grades for that date will be based on the student’s class discussion participation as described in (a), or,  if noted by the professor, on participation in another type of experience.

Professional Journal Article Reviews and Discussions, 20% of grade:

As a professional educator, you should be familiar with professional research and researchers in your area of expertise. Select and read two articles concerning any reading strategies on the same topic, for example, strategy ideas might include word sorts, concept mapping, retelling (or summarizing), KWLs, and so on. Remember that strategies should be problem-solving strategies that children can use on their own without teacher direction.  Once we teach children to use strategies, they become more independent in their reading and writing. Clear the articles with your professor before you proceed. Write a two page, double-spaced, 12 font, Times New Roman font (like this syllabus) review of the articles, synthesizing the information from the two articles into one review. Compare and contrast the information in the two articles. How do the articles differ on this strategy? What do they say in common about this strategy, etc.? Any synthesized review that does not meet the above criteria will be returned ungraded. The review should include the following:

• At the top of the page, single-spaced in APA format, identify the author, publishing date, article title, and the journal source including volume number, issue number, and pages where each article is found.
• Provide a written summary of the articles (double-spaced from here on).
• Next, state and explain the procedure for the strategy according to the information from the two articles.
• Then provide suggestions for applications of the strategy to a classroom setting or to your position as a reading specialist for the information stated in the articles. How will you use this information? Why is it important?
• Finally, give at least one question that the articles concerning the strategy raised in your mind but did not answer. This should be a question you would like to pursue or about which you would like to find more information as you continue your studies.
• You will present and discuss with the class the information from the strategy articles you read. Evaluation criteria for the synthesized review, 100 pts: a) written synthesized summary of articles, 20 points, b) clear strategy procedure, 20 points, c) suggestions for classroom teacher or reading specialist position applications, 25 points, d) at least one question you have from reading the articles, 10 points, and e) present and discuss the articles and your review, 25 points. Due as assigned.

Written Assessment Analysis/Critique and Discussion, 30% of grade:

As a professional literacy educator, you should be familiar with professional literacy assessments. Select any literacy assessment, formal or informal, about which you would like more information. A list of literacy assessments will be provided to assist you with this task.  Locate information pertaining to the assessment that you choose to investigate. Write a two to three page, double-spaced, 12 font, Times New Roman (like this syllabus) review of the assessment, using at least two supporting articles related to the assessment. Any article review that does not meet the above criteria will be returned ungraded. The review should include the following:

• At the top of the page, single-spaced in APA format, identify the author of the assessment (if given), publishing date, and the assessment title.
• Provide a written summary of the assessment, including the purpose of the assessment as described by the assessment author or publishing company (double-spaced from here on).
• Next, discuss the pros and the cons of the assessment (evaluate it, critique it based on the information from your readings).
• Then provide suggestions for applications to a classroom setting or to your position as a reading specialist for the information stated in the article. How will you use this information? Why is it important, or is it? Would you use this assessment? Why or why not?
• Include a reference list of the articles you read for this assessment critique. If they are not available from the Academic Search or ERIC database, attach a copy of each article to your critique.
• You will present and discuss the information on this assessment with the class. Evaluation criteria for the collection (100 pts): a) written summary of the assessment, 25 points; b) pros and cons of the assessment analyzed, 25 points; c) suggestions and analysis of usefulness for classroom or reading specialist position applications, 25 points; and d) present and discuss the assessment and your critique during discussion, 25 points.

Comprehensive Case Report and Presentation, 30% of grade: You will synthesize data collected from various assessments in a reading clinical scenario into a written case report. Utilizing information from the assessment data, the tutoring lesson logs, and your written journal reflections, you will describe what you discovered about the tutoring student’s reading levels, strengths and needs, useful instructional strategies, and so on. Lesson logs and reflections will provide particularly valuable insights as you prepare your report. A form will be provided in WebCT. Evaluation criteria will be handed out at a later date.

Grading Scale:

90-100 = A

80-89 = B

70-79 = C

60-69 = D

The course grade is calculated according to weighted percentages posted in the syllabus.

Assignments are due as announced in class.

Late papers and assignments will be accepted only in cases of emergency and on a case by case basis.

Attendance for this class is required. Professional teachers are dependable, reliable, and responsible. Therefore, graduate students enrolled in an education course are expected to be in attendance, on time for class, and to stay for the entire class. Absence, tardiness, and leaving early are considered evidence of lack of dependability and will be noted for each class session. Students who are more than 10 minutes late to class or who leave class early will be counted absent for the class session. Students who are less than 10 minutes late to class, but who are chronically tardy, will lose 10 percentage points (equivalent of one letter grade) from their final course grade. Students may be dropped from the course following the third absence.

The content of this course is presented via class discussions, demonstrations, lectures, readings, and small group activities. Your attendance and participation are required to obtain a complete understanding of course material. It is your responsibility to make up any missed work. If you miss class, you must obtain notes, class announcements, assignments, handouts, etc. from another student or the professor prior to the next scheduled class time. Excused absences will be approved on a case by case basis only.  

 Please turn off all communication devices (e.g. cell phones) during class. Be considerate of others and do not take calls or text messages during class because it interrupts the learning process of other students. Please use your cell phones on break and not during class.

Plagiarism:

Plagiarism (submitting another person’s work as your own or using another person’s words without giving them proper credit) is academic dishonesty and will be considered grounds for failing this course.

Note:

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course. The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity and for educational purposes.

Disability Access:

In accordance with the law, MSU provides academic accommodations for students with documented disabilities. Students with documented disabilities who believe they may need accommodations in this class are encouraged to notify the professor and to contact the MSU Disability Support Services, Clark Student Center, Room 168, phone: 940 – 397 – 4140.

Syllabus Changes:

This syllabus is subject to change. Any changes will be announced in class or via e-mail.