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Online classes

Effective: Late Fall 8-Week, 2018/2019

EDUC 590: Analysis/Correctn Reading Dis

Course Description

The study of current commercially prepared instruments for reading evaluation, construction of instruments for classroom and specialist use, and analysis and interpretation of testing results.

Prerequisite: Admission to the Teacher Certification Program or full admit MAT or M.Ed.

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Leslie, L. and Caldwell, J. (2017). Qualitative Reading Inventory – 6 (6th ed). Boston: Allyn and Bacon.
    • [ISBN-978-0-13-453940-9]
    • Note: This book sold at MBS comes with digital access included; however, this course does not require the digital access.
  • Walker, B. (2012). Diagnostic teaching of reading (7th ed). Upper Saddle River, NJ: Prentice Hall.
    • [ISBN-978-0-13-231651-4 ]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

In this course, you will learn about the components of a diagnostic reading program, get practical experience in conducting reading assessments, and designing a reading correction plan based on your assessment of a student’s needs.


Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Objectives

  • 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 understand how to utilize commercially prepared instruments for reading assessments and to construct assessment instruments for classroom and specialist use.
  • To analyze and interpret test results.
  • To develop prescriptive programs to meet the needs of individual students.
  • 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 record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.

Measurable Learning Outcomes

  • 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 instruction 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 stategies, 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 from a variety of assessments to determine the effect of class instruction on individual and whole class learning.
  • Explains 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.

Grading

Grading Scale
Grade Points Percent
A 630-700 90-100%
B 560-629 80-89%
C 490-559 70-79%
F 0-489 0-69%
Grade Weights
Assignment Category Points Percent
Discussions 200 29%
ECSA Report 50 7%
Commercial Reading Assessments Report 50 7%
Miscue Analysis 100 14%
Case Study 200 29%
Corrective Reading Plan 100 14%
Total 700 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction 0 Sunday
Discussion 1 20
Week 2
Assignment Points Due
Discussion 2 20 Sunday
ECSA Report 50
Week 3
Assignment Points Due
Commercial Reading Assessments Report 50 Sunday
Discussion 3 20
Discussion 4 20
Week 4
Assignment Points Due
Discussion 5 20 Sunday
Week 5
Assignment Points Due
Discussion 6 20 Sunday
Miscue Analysis 100
Week 6
Assignment Points Due
Discussion 7 20 Sunday
Discussion 8 20
Week 7
Assignment Points Due
Discussion 9 20 Sunday
Case Study with Bundled Assessments and QRI-6 200
Week 8
Assignment Points Due
Corrective Reading Plan 100 Thursday
Discussion 10 20 Saturday
Total Points 700

Assignment Overview

NOTE

Several of these assignments require your involvement with a student.  Before an assignment can be graded, it must be accompanied by a signed and scanned permission slip, which is submitted with the assignment or discussion. All dropbox assignments are formal in nature and must include APA citations for all works cited, including books from which students read.  You also need to scan all documents that you complete by hand into your dropbox submission so that I can determine whether you completed them accurately, this determines a portion of your grade for each dropbox assignment for which this is appropriate (Miscue Analysis, Case Study, Corrective Reading Plan).

Discussions

Discussions should be complete by Sunday of each assigned week. Discussion is the heart of learning for this course.  Therefore, you are expected to thoroughly answer discussion questions, participating in the required discussion each week.

NCLB Report

Research the Every Child Succeeds Act. Determine what states, school districts, and classrooms need to do to comply with the law, especially in the area of reading. Report on the requirements of the statute. Provide specific examples of how your state, district, and classroom have complied with the legislation. See rubric for more complete information.

Commercial Reading Assessments Report

Select 6 commercial reading assessments, such as the Gray’s Oral Read Test. Review each test and compile findings in a written report. Describe what it measures, how it is administered, and how the results are used.

Miscue Analysis

Choose 3 students who are having difficulty with reading from various grade levels and listen to them read.Complete the Miscue Analysis summary sheet (under the Content tab) for each student.See rubric for more complete information.

Case Study with Bundled Assessments and QRI-5

Select a student who is having difficulty with reading. Administer the QRI-5 and 4 other assessments, found in the text or reviewed as a part of the Report on Commercial Reading Assessments. Based on the assessments administered, develop a diagnosis for the student’s reading difficulties.  See rubric for more complete information.

Corrective Reading Plan

After a diagnosis is determined for the Case Study with Bundled Assessments and QRI-5, determine 10 instructional techniques (found in part 2 of the Walker text) that would ameliorate the student’s reading difficulties.  Develop a plan of instruction.


Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Diagnostic Teaching of Reading
Readings
Walker, Chapters 1 - 3
Introduction

Introduce yourself and be sure to include your current job position, and any personal information that you are willing to share to help us know you better.

Note: No points are awarded for this discussion topic.

Discussion 1
Preview the text. Interview at least 3 school district professionals who teach reading. Ask questions to determine what diagnostic instruments are administered, how the results are used to plan for corrective instruction, what the corrective instruction looks like, and how other teachers who work with the child are apprised of the results of both the diagnostics and the correctives. Please post your findings and your opinions to Discussion 1.
Week 2: Making Reading Decisions
Readings
Walker, Chapters 4 - 6
Discussion 2

Listen to 3 students who are having difficulty with reading. Select these students from a variety of grade levels and ask them to read grade level text.  Determine which stage of reading development each is at and formulate a diagnostic hypothesis for each.  Post your findings to Discussion #2.

(Depending on your comfort level, you may also use the results from these 3 students from Discussion #2 for the Miscue Analysis.  You may, of course, choose different students for Discussion #2 and the Miscue Analysis.)

ECSA Report
Submit the ECSA Report to the Dropbox.
Week 3: Reading Assessments
Readings
Walker, Chapters 7 - 9
Commercial Reading Assessments Report
Submit the Report on Commercial Reading Assessments.
Discussion 3
For one of the 3 students that you listened to for Discussion 2, determine the student’s Mediated Reading Level (MRL) and conclude which reading materials you believe would best engage the student. Post your findings and your thought process to arrive at the MRL to Discussion #3.
Discussion 4
For one of the 3 students that you listened to for Discussion 2, determine which assessments you deem necessary to administer. Post your conclusions to Discussion 4, including the reasons why you think each assessment is necessary.
Week 4: Classifying Types of Corrective Reading Instruction
Readings
  • Walker, chapters 10 – 11
  • Leslie and Caldwell, Chapters 1 - 6.
Discussion 5
Think about the 3 students who you used to answer Discussion #3 and/or the Miscue Analysis.  Classify the techniques you would use for these students and select which ones you feel would best meet their instructional needs.
Week 5: Instructional Techniques
Readings
  • Walker, Part Two, pages 203 – 259
  • Leslie and Caldwell, Chapters 7 - 13.
Discussion 6
Which of the 69 Instructional Techniques do you have the most familiarity with?  Has the familiar technique been useful in reading instruction?  Why?  Which are new to you?  Which new ones seem the most intriguing?  Why?  How would you go about insuring that a good number of these techniques are incorporated in a teacher’s instruction?
Miscue Analysis
Submit the Miscue Analysis to the Dropbox.
Week 6: Putting It All Together
Discussion 7
Practice administering the QRI-6 to a student of your choice. Post your questions, your findings, and your initial results.
Discussion 8
Which assessments in addition to the QRI-6 have you decided to administer for the Case Study with Bundled Assessments and QRI–6 assignment? Why have you chosen these assessments for your “bundle”?
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Making the Diagnosis
Discussion 9
Please post a portion of your Case Study with Bundled Assessments and QRI–6 so that your classmates may have an idea of how others are approaching this task. Post suggestions and comments about the Case Studies with Bundled Assessments and QRI–6.
Case Study with Bundled Assessments and QRI-6
Submit the Case Study with Bundled Assessments and QRI–6.
Week 8: Applying the Diagnosis to a Plan for Correction
Corrective Reading Plan
Submit the Corrective Reading Plan.
Discussion 10
Based on the readings for this course as well as your experiences, please think about your role as a diagnostic and corrective reading teacher.  I fully realize several of you do not teach “reading” per se.  Post your reflections and lingering questions to Discussion 10.


Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late Dropbox assignments will be accepted up to 1 week past the due date for the Dropbox assignment, but a 20 % penalty will be imposed.  After 1 week, no late assignments will be accepted.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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