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MASTER SYLLABUS

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. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one semester prior to taking this course. $40 lab fee. Prerequisites: EDUC 102 and EDUC 300, or EDUC 505; EDUC 322 or EDUC 331; and admission to the Teacher Certification Program.

 
Prerequisite(s) / Corequisite(s):

EDUC 102 and 300,  or EDUC 505;  EDUC 322 or EDUC 331; and admission to the Teacher Certification Program.

 
Course Rotation for Day Program: Offered Fall.
 
Text(s): Most current editions of the following:

A Guide to Observation, Participation, & Reflection in the Classroom
By Reed, Arthea & Bergemann, Verna (Brown & Benchmark Publishers)
Recommended
Diagnosis and Correction in Reading Instruction
By Rubin, Dorothy & Opitz, M. (Allyn and Bacon)
Recommended
 
Course Objectives

MoSTEP Quality Indicators: 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.1, 5.2, 8.1, 8.2, 8.4, 9.1, 9.3, 11.1, 11.2, 11.3, 11.4, 11.5.

  • To use appropriate techniques for reading evaluation.
  • To identify elements of the content and context of literacy.
  • To identify individual characteristics of learners as readers.
  • To interpret the growth of literacy as an integrated use of language.
  • To identify the purpose and types of measures used for reading diagnosis, both positive and negative.
  • To demonstrate knowledge of informal reading inventories and miscue analysis through construction and use.
  • To explain methods of selecting appropriate books and reading materials for readers.
  • To explore different methods of grouping students for literacy events with attention to pragmatic concerns.
  • To examine the role of self-image and self-esteem in the reading process.
  • To create a program which synthesizes diagnosis and remediation.
  • To apply knowledge of the reading process to facilitate greater learning/reading among students in the classroom.
  • To observe the place of content mastery in competent instruction.
  • To observe elements of an effective lesson plan and the effects of planning instruction.
  • To observe various methods, strategies, and techniques employed in meeting the needs of the content and the students.
  • To observe the use of theory of learning and child development to the evaluation of instruction planning.
  • To construct and deliver lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • To observe the theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • To record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • To demonstrate effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • To reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • To demonstrate competence in documenting personal development and competencies within the teaching profession.
 
Measurable Learning Outcomes:
  • Choose literacy assessments appropriately.
  • Evaluate reading progress.
  • Match text difficulty to reader’s ability.
  • Effectively assess reading ability using the informal Reading Inventory and miscue analysis.
  • Evaluate visual and auditory perceptual abilities which influence reading.
  • Evaluate language concepts which influence reading.
  • Design lessons which will synthesize diagnosis and remediation.
  • Analyze and reflect upon the place of content mastery in competent instruction.
  • Analyze and reflect upon the element of an effective lesson plan and the effects of planning instruction.
  • Analyze and reflect upon the various methods, strategies, and techniques that are employed in meeting the needs of the content and the students.
  • Apply theories of learning and child development to the evaluation of instruction planning.
  • Evaluate and analyze the construction of lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • Apply theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • Record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • Analyze effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • Evaluate, analyze, and reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • Critically reflect on the personal development and competencies within the teaching profession.
 
Topical Outline:

An educational technology application is required.

  • Structured observations and interviews
  • 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
  • Overview of field experience
  • Observation participation
  • Performance-based teacher evaluation
  • Lesson content and resources
  • Observation/reflection
  • Teacher observation review
  • Management theories and practice
  • Critical reflection
  • MoSTEP standards and portfolio construction
 

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 from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: December 15, 2010
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 objectives and cover the subjects listed in the topical outline. 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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12/04