RED 4519

Diagnosis and Instructional Interventions

 

M I A M I  -  D A D E   C O L L E G E       F A L L  2 0 0 4

 

Dr. Melinda Prague    

 

Course Description

 

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Calendar

 

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Grading Scale

 

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Resources

"Do it anyway" photostory

 

 

Instructor:

Dr. Melinda Prague

Office:

School of Education - Miami-Dade College

Interamerican Campus Room 1345

Phone

(305) 237-6075

E-mail:

mprague@mdc.edu 

Textbook(s):

  • Diagnostic Teaching of Reading, by Barbara J. Walker. Upper Saddle River, N.J.: Prentice Hall, 2004.

  • Reading Inventory for the Classroom, 5th Edition, by E. Sutton Flynt and Robert B. Cooter, Jr.  Upper Saddle River, N.J.: Prentice-Hall, 2004.

  • LiveText eportfolio

Bibliography

Melinda Prague has been an educator for more than 25 years. She received a B.A. and a Masters in Secondary Education from the University of Miami and a Doctorate in Reading from Hofstra University. Prague, an Education professor at the InterAmerican Campus, is the Campus Coordinator for Training and Development. Prague received the Eduardo J. Padron Endowed Teaching Chair in 2000. In 2001 she receive the NISOD Teaching Excellence Award. She has received the Wolfson Campus Commitment to Excellence Award in 1993, and 1995. Prague is in the 1994 Who's Who Among America's Teachers. She is also to be included in the 2001 edition of Who’s Who of Professionals. She was named as the faculty "Ambassador of Goodwill" in the College Forum (1999), recognizing her commitment to serving the college community as well as putting "students first". In 1993 she was a recipient of an NEH grant entitled, “Drama and the Humanities” In 1992 she was appointed as the college-wide writing coordinator for IBM’s Project Synergy. In September of 1999 she initiated a "Reading Buddy" Program” with Auburndale Elementary School. To date the program has trained more than 50 volunteers who have provided more than 800 hours of service.

 

 

Course Expectations                     UP

 

Course goals:

All work is to be of college quality and is to be electronically processed. Work must be submitted via WebCtT and LiveText. Since prospective teachers are to serve as role models for their own students, Written work will be evaluated on the basis of content, grammar, spelling, and usage. No credit will be given for work that is submitted past the assigned due date.

 

Course description:                                                   TOP

This course introduces formal and informal methods and materials used to identify reading strengths and weaknesses of students. Topics include assessments of all aspects of reading, including comprehension, word recognition, and phonics. The main emphasis is diagnosis of reading problems, administration of assessments, evaluation of results, and planning instructional interventions to remediate reading difficulties. A minimum of 20 hours of structured field experience is required. Pre-requisite: RED 3309.

 

Location: Wolfson Room 2203

Meeting day(s): Tuesdays and Thursdays

Meeting time(s): 11:15 - 12:30

Prerequisite(s): RED 3309

Required Assessments

 

Introduction:

Mid-term Evaluation -- 25% of grade 

Final Evaluation -- 25% of grade *

Journal containing observations and assignments – 20% of grade 

**Administering and Reporting results of an informal reading inventory–30% of grade 

*A journal will be kept to record observations and assignments made for the course. 

Twenty (20) hours of classroom observation and/or teaching will be required. 

**This is an Artifact. Any student who does not satisfactorily complete an Artifact must consult with the professor about how to make up the grade.

 

 II Required Textbooks

  • Diagnostic Teaching of Reading, by Barbara J. Walker. Upper Saddle River, N.J.: Prentice Hall, 2004.

  • Reading Inventory for the Classroom, 5th Edition, by E. Sutton Flynt and Robert B. Cooter, Jr.  Upper Saddle River, N.J.: Prentice-Hall, 2004.

  • LiveText eportfolio

 

III Supplementary Readings and References

  • Barr, R., Blachowicz, C., and Wogman-Sadow, M.  Reading Diagnosis for Teachers: An Instructional Approach, 3rd Edition.  White Plains, N.Y.: Longman, 1995.

  • Glazer, S.M., and Brown, C.S. Portfolios and Beyond:  Collaborative Assessment in Reading and Writing.  Norwood, MA: Christopher-Gordon, 1993.

Course Calendar BY WEEK                                         TOP

1

8/23

 

Introduction to course, grading policies, and procedures

 

2

 

 

 

8/30

 

Chap. 1, “What is Diagnostic Teaching?”

Assignment:  Read and Study Chapter

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

Word Study

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164689-,00.html

3

 

 

9/6

 

Chap. 2, “The Reading Event”

Assignment:  Read and Study Chapter

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

Comprehension

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164704-,00.html

 

4

 

 

9/13

 

Chap. 3, “Roles of Diagnostic Teachers”

Assignment: Reread the chapter summary. Explain your view of a diagnostic teacher, and do a self-assessment telling whether or not you feel you could fit the description given in your textbook. Due next class. FEAP 3 

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

The Writing Process

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164719-,00.html

 

5

 

 

9/20

 

Chap. 4, “The Diagnostic Teaching Session: An Overview”

Assignments:   Have a student read aloud a passage or a few paragraphs from a textbook that he/she has not yet been assigned. Then ask the student to use the Chart for Self-Evaluation of Fluency (Table 4-1) and the Chart for Self-Assessment of Comprehension Strategies (Table 4-4). Report the results. Analyze the value of such assessment tools. Due next class. FEAP

6

 

 

9/27

 

Chap. 5, “Gathering Diagnostic Data”

Assignments:  Assignment:  Read and Study Chapter

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

Emergent Literacy

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164734-,00.html

 

7

 

 

10/4

 

Chap. 6, “Formulating Diagnostic Hypotheses”

Assignment:  Assignment:  Read and Study Chapter

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

 

Children’s Literature

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164749-,00.html

 

8

 

 

10/11

Mid-term Evaluation

 Chap. 7, “Assessment Using Diagnostic Lessons”

Assignment:  Assignment:  Read and Study Chapter

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

Visual Literacy

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164764-,00.html

 

9

 

10/18

 

Chap. 8, “Assessment Using Portfolios”

Assignment:  In your journal, describe how artifacts may be assembled into a portfolio to show a student’s progress in reading.

10

 

 

10/25

 

Topic:  Using the results of standardized reading tests

Assignment:  Assignment:  Read and Study Chapter

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

Assessment

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164794-,00.html

11

 

 

 

11/1

 

Chap. 9, “Selecting Materials”

Assignment:  Assignment:  Read and Study Chapter

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

Standards

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164779-,00.html

 

12

 

 

11/8

 

Introduction to the Reading Inventory for the Classroom

Assignment:  Read and Study

Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

Fluency

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164830-,00.html  

 

13

 

 

11/15

 

Administration and Scoring Procedures for the Reading Inventory for the Classroom

Assignment:  Visit web site: Read the overview, review the strategies, and web links.

Be prepared to discuss chapter and web site in class.

Literacy and Technology

http://wps.prenhall.com/chet_literacy_cluster_1/0,8776,1164815-,00.html

 

14

 

11/22

 

Class time to work on eportfolios

www.livetext.com

Assignment Due: Completed Journal and all activities.

 

15

 

11/29

 

Chap. 10, “Selecting Techniques”

Assignment: Read and Study Chapter

Be prepared to discuss in class.

Assignment Due: School Based Hours

16

12/6

12/13

Final Evaluation

 

DIAGNOSIS AND INSTRUCTIONAL INTERVENTION IN READING

Reading 4519

School Based Assignments

Assignment #1

Interview a classroom teacher. Ask him/her about the students who have difficulty in reading in the classroom. What percentage of the students has difficulty? What adjustments are made in working with these students? Report your findings in your journal.

Assignment #2

Observe a classroom at your school site. Notice the behaviors of students who appear to have difficulty with reading their texts. Do you see any ways in which their needs are addressed by differentiated assignments, ability grouping, or other arrangements helping them deal with the material they are assigned? Report your findings. FEAP 5                

Assignment #3

Have a student read aloud a passage or a few paragraphs from a textbook that he/she has not yet been assigned. Then ask the student to use the Chart for Self-Evaluation of Fluency (Table 4-1) and the Chart for Self-Assessment of Comprehension Strategies (Table 4-4). Report the results. Analyze the value of such assessment tools. FEAP 1

Assignment #4

Administer the MARSI (Metacognitive Awareness of Reading Strategies Inventory) to a middle school or high school student. Report the results. Explain how this inventory might be useful in working with a secondary school student with reading difficulties. FEAP 1

Assignment #5

Have a student read a few paragraphs from a content area textbook used in his/her class. Based on miscues alone, decide if the textbook is at the student’s frustration level, instructional level, or independent reading level. Explain the process you used to come to this conclusion. FEAP 8

Assignment #6

Design and teach a diagnostic lesson using the procedure outlined in your textbook. Report the results. FEAP 10

Assignment #7

Design a cloze procedure using a passage from a textbook in the classroom you are observing. Administer the assessment; then decide if the book is a good match to use in instructing the student. FEAP 8

Assignment #8

Interview a classroom teacher at your school site to identify a student who is having reading difficulties. Meet with the student and do an interest/attitude interview. FEAP 2    

Assignment #9

Administer the Reading Inventory for the Classroom, using the student you have selected. Tape the student’s reading of the passages and answers for the questions. Report the results of the inventory. FEAP 1

Assignment #10

Select two teaching techniques described in your textbook; use these with the student you have tested. Describe the results in your journal. FEAP 8, FEAP 10

Course Requirements & Expectations

        A.      Attendance & WITHDRAWAL POLICY

Students are expected to attend class regularly.  Three unexcused absences will result in the student being dropped from the course.  The college has established a “drop date” by which a student must officially drop in order to receive a grade of W (withdrawal).

B.     Assignments

All work is to be of college quality and is to be electronically processed.

Work must be submitted via WebCtT and LiveText.

Since prospective teachers are to  serve as role models for their own students, Written work will be evaluated on the basis of content, grammar, spelling, and usage. 

No credit will be given for work that is submitted past the assigned due date. 

 

C.EXAMS

There will be 2 major exams in the course.  These exams will cover material from lectures, the textbooks, and assigned supplementary readings.

D. Grading Scale                                         TOP 

The grading scale for the course work in the School of Education is:

100 – 90         A

89 – 80           B

79 – 70           C

69 – 60           D (Repeat course)

below 60         F (Repeat course)

 Course Competencies:

Competency #1: The student will demonstrate knowledge of the reading process by

  1. identifying physical, psychological, socioeconomic, and educational factors that impact student success in reading.
  2. identifying competencies that students should achieve in their progression through the grades by using a scope and sequence of reading skills.
  3. comparing and contrasting traditional diagnosis and remediation with current trends in assessment and instruction of struggling readers.

Competency #2:  The student will demonstrate knowledge of formal and informal methods of assessing students’ reading abilities by:

a.   identifying, administering, and interpreting results from a variety of traditional measures appropriate for assessing reading skills, including Informal Reading Inventories.

b.   evaluating students’ literacy development by means of a variety of forms of authentic assessment, including observational checklists, anecdotal records, student performance, and portfolios.

c.   administering and assessing a reading miscue analysis for an individual student.

d.   identifying the strengths and weaknesses of group standardized, individual standardized, and informal measuring instruments.

e.   developing and utilizing interest inventories.

f.    assessing a student’s level of comprehension by using a cloze procedure.

g.   identifying appropriate diagnostic techniques for discovering students’ dominant modalities, cognitive styles, and learning rates.

h.   utilizing a diagnostic flowchart to complete a diagnosis of reading skills in an efficient manner.

i.    evaluating a student’s reading levels, including independent reading level, instructional reading level, and frustration level.

j.    describing characteristics of students with specific learning

k.   disabilities, hyperactivity, and attentional deficit disorder.

Competency #3:  The student will demonstrate proficiency in communicating student progress by:

a.   maintaining observational and anecdotal records to document students’ reading skill development in phonics, vocabulary, comprehension, and study skills.

b.   keeping systematic and appropriate records to document assessment of students who have been diagnosed as having difficulties with learning to read.

c.   making appropriate referrals to specialists as needed for students experiencing unusual difficulties in learning to read.

d.   demonstrating ways to accurately communicate diagnostic information to administrators, counselors, and other support personnel.

e.   communicating effectively with the remedial student so that he/she is aware of his/her progress.

f.     describing ways to have positive interaction with a student to encourage and support learning.

 

Competency #4:  The student will demonstrate proficiency in planning methods and strategies for a remediation program by:

a.   analyzing standardized and/or classroom assessment to determine cognitive, social, linguistic, cultural, emotional, and physical needs prior to instructional planning.

b.   designing and implementing a plan that is highly individualized and directed toward correcting specific reading deficiencies in a student.

c.   designing lesson plans to remediate specific skill weaknesses in the area of comprehension.

d.   describing strategies for teaching word identification skills (sight words, context clues, phonics, structural analysis).

e.  designing lessons to remediate skill weaknesses in the area of vocabulary development.

f.   utilizing a variety of teaching strategies and activities to interest and motivate students at different developmental levels.

g.  creating a positive learning environment in which students are actively engaged in learning, social interaction, and cooperation.

h.   utilizing technology in lesson and material preparation.

Competency #5:  The student will demonstrate skill in selecting resources to be used in remediation by

  1. selecting instructional materials that are appropriate to the needs
  2. and interests of the student
  3. identifying reading games that provide reinforcement of word
  4. recognition and phonics skills.
  5. identifying high-interest, low-vocabulary materials for use with
  6. older students having severe reading deficiencies.
  7. selecting materials that are at appropriate readability levels for students.
  8. selecting and utilizing appropriate software for remedial reading instruction.

 

REQUIRED ASSESSMENTS  

Mid-term Evaluation --   25% of grade

Final Evaluation        --   25% of grade

*Journal containing observations and assignments – 20% of grade 

**Administering and reporting results of an informal reading inventory–30% of grade

*A journal will be kept to record observations and assignments made for the course.

Classroom observation and teaching will be required.

**This is an Artifact. Any student who does not satisfactorily complete

 an Artifact must consult with the professor about how to make up the  

 grade.

ARTIFACT RUBRIC

Scoring criteria

Target

(3 points)

Acceptable