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:
Most current editions of the following:
A Guide to Observation, Participation, & Reflection in the Classroom
By Rubin, Dorothy & Opitz, M. (Allyn and Bacon) Recommended
To understand the central concepts, structures and tools of inquiry of the disciplines. (MoSPE 1)
To create learning experiences that make aspects of subject matter meaningful and engaging for students. (MoSPE 1)
To develop long-range planning, based upon student, district and state standards data. (MoSPE 3)
To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills. (MoSPE 4)
To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE 6)
To utilize formative and summative assessment strategies to assess the learner's progress and classroom and standardized assessment data to plan ongoing instruction for individuals and the group. (MoSPE 7)
To use appropriate techniques for reading evaluation.
To identify the purpose and types of measures and use them for reading diagnosis, both positive and negative.
To explain methods of selecting appropriate books and reading materials for readers.
To create a program which synthesizes diagnosis and remediation.
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.
Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
Understands how to engage students in the methods of inquiry and research in the elementary disciplines.
Can create and implement interdisciplinary lessons that are aligned with standards.
Knows and identifies child/adolescent developmental stages and can apply them to students.
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.
Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
Can demonstrate 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.
Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.
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.
Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
Has knowledge of the development, use and analysis of formal and informal assessments.
Has knowledge of how data can be accessed, analyzed, and appropriately used to design instruction and improve learning activities.
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.
Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning.
Analyzes and applies the data a variety of assessments to determine the effect of class instruction on individual and whole class learning.
Explains the ethical and legal implications of confidentiality of student records and describes and analyzes strategies to communicate student progress to students, families, colleagues and administrators.
Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process.
• 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
Recommended maximum class size for this course: 20
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.