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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 380
Course Title: Diagnostic and Corrective Reading
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of reading remediation. Students evaluate procedures and demonstrate understanding of standardized tests and informal assessments for diagnosis. Students formulate a theoretical base for choosing diagnostic tools, interpreting evaluative data and identifying corrective strategies. Prerequisites: EDUC 300 (or 505); EDUC 322 (or 580); or EDUC 331 (or 558); and admission to the Teacher Certification Program for full MAT or M.Ed status. Offered Spring.

 
Prerequisite(s) / Corequisite(s):

EDUC 300 (or 505); EDUC 322 (or 580); or EDUC 331 (or 558); and admission to the Teacher Certification Program for full MAT or M.Ed status.

 
Course Rotation for Day Program:

Offered Spring.

 
Text(s): Most current editions of the following:

A Guide to Observation, Participation, and Reflection in the Classroom
By Reed, A. & Bergemann, V. (McGraw-Hill)
Recommended
Diagnosis and Correction in Reading Instruction
By Rubin, Dorothy & Opitz, M. (Allyn and Bacon)
Recommended
Qualitative Reading Inventory
By Leslie, L & Schudt Caldwell, J. (Pearson)
Recommended
 
Course Learning Outcomes
  1. Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri. (1.1)
  2. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students. (1.2)
  3. Demonstrates understanding of how to engage students in the methods of inquiry and research in his or her respective discipline. (1.3)
  4. Can create interdisciplinary lessons that are aligned with content standards. (1.4)
  5. Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)
  6. Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes. (3.1)
  7. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  8. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)
  9. Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills. (4.1)
  10. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills. (4.2)
  11. Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning. (4.3)
  12. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning. (5.1)
  13. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. (5.2)
  14. Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning. (5.3)
  15. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)
  16. Has knowledge of how data can be accessed, analyzed, and appropriately used to design instruction and improve learning activities.(7.2)
  17. Describes, explains, and analyzes a variety of self and peer assessment strategies, understands the need to prepare students for the demands of particular assessment formats, can set their own learning goals, and is able to teach students to set learning goals. (7.3)
  18. Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning, and uses analysis of the data to determine the effect of class instruction on individual and whole class learning. (7.4)
  19. Can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators. (7.5)
  20. Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process. (7.6)
 
Major Topics/Skills to be Covered:
  • Using standardized test scores
  • Identifying problem readers
  • Components and uses of the Informal Reading Inventory
  • Assessment of comprehension strategies
  • Assessment of word recognition and spelling strategies
  • Uses of corrective strategies for problem readers
  • The uses and misuses of miscue analysis
  • Lesson content and resources
  • Teacher observation review
  • Management theories and practice
  • Critical reflection
  • Diagnostic test usage, interpretation, culminating in applied instruction
 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Terrence Mason Date: November 29, 2016
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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15/03