DEPARTMENT OF TEACHING AND LEADERSHIP
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Spring 2012 Online
Title: Practicum in the Diagnosis and Remediation of Reading Difficulties
Course Numbers: READ 873-99
Dates: January 17-May 11, 2012
Credit Hours: 3
Instructor: Carolyn R. Fehrenbach, Ph.D.
Office Phone: 620-235-4483
e-mail: cfehrenb@pittstate.edu
Office: 112C Hughes Hall
Home Phone: 620-232-7720
Online Office Hours: All week Sunday through Friday 9:00 a.m. to 11:00 p.m.
Office Hours in Hughes Hall: By appointment
I.
COURSE DESCRIPTION
A supervised experience in diagnosing and remediating individuals or groups of
students requiring corrective or remedial reading instruction. Reading candidates assess
and plan appropriate lessons for the students. The course is designed to apply content
learned in the prerequisite or concurrent courses, Diagnosis of Reading Difficulties and
Methods and Materials in Remedial Reading.
II.
PREREQUISITE OR COREQUISITE
READ 871 Diagnosis of Reading Difficulties and READ 872 Methods and Materials in
Remedial Reading. READ 872 may be taken concurrently with the Practicum.
III.
PURPOSE OF THE COURSE
A. The graduate reading program is designed to develop in reading candidates a greater
understanding of and competence in teaching literacy; a strong commitment to students
who are developing literacy skills; and a caring environment in which students can learn.
B. The purpose of this course is to provide reading candidates with an in-depth
experience in diagnosing the reading difficulties of students (elementary, middle, or
secondary level) and then planning and delivering appropriate remediation programs for
the students.
COURSE OBJECTIVES
As a result of the course, reading candidates should, with a measurable degree of
proficiency, demonstrate knowledge and performance of the Kansas State Department of
Education Standards for Reading Specialist: Early Childhood through Late
Adolescence/Adulthood; Pre K-12 found in section 19-1-140a.
The following Reading Specialist Standards are met in Practicum in the Diagnosis and
Remediation of Reading Difficulties:
Standard #2: The reading specialist demonstrates the use of a wide range of
instructional practices, approaches, methods and curriculum materials to support reading
and writing instruction.
Standard #3: The reading specialist demonstrates the use of a variety of assessment
tools and practices to plan and evaluate effective literacy instruction.
Standard #4: The reading specialist demonstrates the use of instructional practices,
approaches and methods, curriculum materials, and the appropriate use of assessments to
create a literate environment that fosters effective reading and writing instruction.
IV.
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V.
REQUIRED TEXTS (Two)
Crawley, Sharon J, 2012, Remediating Reading Difficulties, Sixth Edition, McGraw-Hill.
Flynt and Cooter, 2004, Reading Inventory for the Classroom, Fifth Edition, Pearson,
Merrill Prentice Hall. (Text used in Diagnosis class)
VI.
OTHER
A. Professionalism
All assignments should be completed on time with high-quality content. Neatness, correct
spelling, and grammatical correctness are all considered in grading. All parts of an
assignment need to be completed.
Lessons copied from the Internet or other sources will not be accepted. This is
considered as plagiarism.
B. Academic Honesty Policy
Students are expected to follow the PSU Academic Honesty Policy, which speaks to
unethical acts associated with coursework or grades. The full text of the policy is on the
web. The policy includes the following:
1. giving or receiving aid on examinations, preparations of notebooks, papers, and other
assignments;
2. handing in the same work for more than one course without instructor permission;
3. plagiarism.
The full text of the policy can be found at http://www.pittstate.edu/audiences/currentstudents/policies/rights-and-responsibilities/academic-misconduct.dot
C. Technical Help
If you are having technology problems, please contact Gorilla Geeks for assistance at
Geeks@pittstate.edu or 620-235-4600.
VII.
ASSIGNMENTS AND EVALUATION ( See page 3 syllabus)
Please plan your semester schedule by looking at the schedule ahead of time so your
assignments are turned in on time. All assignments are due by 12:00 midnight.
NO LATE ASSIGNMENTS WILL BE ACCEPTED THIS SEMESTER.
I will accept assignments early.
If you are in the Reading Specialist emphasis program, save backup copies of all
your assignments for the last Apprenticeship portfolio.
#1 ASSIGNMENT
HOME PAGE UPDATE
Due: Sunday, Jan. 22 by midnight
20 points
Please follow these instructions to update your Home Page:
Click on “Preferences” from the left sidebar > “Personal information”>
Type in the following information in the appropriate boxes and then submit:
About Me: Share any personal/professional information that will help us get to
know you. If you currently teach, tell us the grade level, school and town or city. To
view others’ home pages, click on the “Communicate” tab and click on “Course
Roster.”
GradPract12.doc,p2
--------------------------------------------------------------------------------------------------------#2 ASSIGNMENT
Due: Sunday, Jan. 29 by midnight 170 points
ASSESSMENT REPORT Do not assess the same student you assessed in the
Diagnosis class.
Administer the following assessments to your student depending upon whether they are at
the Primary or Upper Grade level. To see the assessments go to Lessons and click on
Children’s Tests. The other assessments are in your Flynt-Cooter text. Do not send your
scored assessments to me, but only download your Assessment Report (about two pages)
reporting the pre-test results. See Assessment Report Example under Lessons on Angel.
For Primary Age Students
Administration (scoring and interpretation) of the following assessments
administered to primary age student(s) perceived to have difficulty.
Interest inventory
10
Upper and lower case letter names and sounds
10
Letter sounds
10
Dolch sight words through child’s grade level completed in school
20
Flynt-Cooter placement sentences (Sentences for Initial Passage Selection) 10
Flynt-Cooter oral comprehension (until 3 questions missed)
40
Do Ekwall Pre-primer oral reading and listening test if Level 1 is too hard
in Flynt Cooter. (Located on Children’s Tests on ANGEL.)
Include oral word recognition errors (miscues) on grid
30
Fluency: Correct words for one minute on one oral pasage
10
Flynt-Cooter listening comprehension (until 3 questions missed)
30
170
OR
For Intermediate/Middle/ or Secondary Students
Administration (scoring and interpretation) of assessments administered to
intermediate/middle/ or secondary student(s) perceived to have difficulty.
Interest inventory
10
Dolch sight words through grade 4
20
Flynt-Cooter placement sentences(Sentences for Initial Passage Selection) 10
Flynt-Cooter oral comprehension (until 3 questions missed)
50
Include oral word recognition errors (miscues) on grid
40
Fluency: Correct words for one minute on one oral pasage
10
Flynt-Cooter listening comprehension (until 3 questions missed)
30
Total 170
--------------------------------------------------------------------------------------------#3 ASSIGNMENT
LESSON PLANS
6@50 each 300 Points
A total of six lesson plans is required. Lessons may be planned for
individual, small group, or whole class instruction as appropriate.
Lessons may incorporate content being covered in the classroom.
Lessons must cover all items listed on the lesson plan format example.
GradPract12.doc,p3
Note: See the Lesson Plan Format example
Each plan will include the following information:
Appropriate Learning Objective (Written in measureable terms)
Strategy to match objective
Source of strategy
Steps in implementing the strategy
Assessment that measures the outcome of the Learning Objective
Reflection (What worked; what you would do differently)
10
10
5
5
10
10
50
# 1 Lesson Plan
Due Sunday, Feb. 12 by midnight
50 points
# 2 Lesson Plan
Due Sunday, Feb. 26 by midnight
50 points
# 3 Lesson Plan
Due Sunday, March 11 by midnight 50 points
# 4 Lesson Plan
Due Sunday, April 1 by midnight
50 points
# 5 Lesson Plan
Due Sunday, April 8 by midnight
50 points
# 6 Lesson Plan
Due Sunday, April 15 by midnight
50 points
--------------------------------------------------------------------------------------------------
#4 ASSIGNMENT
Due Sunday, April 29 by midnight
150 points
PARENT/PROFESSOR REPORT
For this assignment you will need to report the information from your
pre-test in #2 Assignment in addition to post-testing your students
following the format you did with the pre-tests.
Word process a report for the parent/professor/teacher according to the Parent
Report Example on Angel. Include your pre-test results from your Assessment Report
and also post-tests results, strategies used, and recommendations for further instruction.
---------------------------------------------------------------------------------------------------------------
GradPract12.doc,p4
Lesson Plan Format
Reading Specialist Candidate’s Name:
_________________________________________________________________________________________________
Lesson#:
_________________________________________________________________________________________________
Grade Level of Student(s):
_________________________________________________________________________________________________
Name of Strategy and Source:
(Text and Page Numbers or Website)
________________________________________________________________________________________________
Objective of Lesson: (Write in measureable terms)
_________________________________________________________________________________________________
Steps in Implementation:
_________________________________________________________________________________________________
Results of Assessment of Objective:
(Must assess what is stated in
the objective)
_________________________________________________________________________________________________
Reflection: (What Worked/What Would Do Differently)
________________________________________________________________
GradPract12.doc,p5
Lesson Plan Pointers
Lesson plans must meet the following Reading Standards:
Standard #2: The reading specialist demonstrates the use of a wide range of
instructional practices, approaches, methods and curriculum materials to support
reading and writing instruction.
Standard #3: The reading specialists demonstrates the use of a variety of assessment
tools and practices to plan and evaluate effective literacy instruction.
Standard #4: The reading specialist demonstrates the use of instructional practices,
approaches and methods, curriculum materials, and the appropriate use of
assessments to create a literate environment that fosters effective reading and writing
instruction.
1. Determine the skills a student needs based on analysis of your assessment results.
For example your student could need remediation on
Letter names
Phonics
Sight Words
Fluency
Comprehension
Word Analysis
Vocabulary
Miscues: Reversals/ Word Substitutions/ Mispronunciations/ Omissions,
etc.
2. Plan your objective or objectives each day based on your students’ needs and
course requirements.
3. Do have some variety in your lessons, so that you cover several skills and review
others.
4. Include students’ interests in lesson plan preparation.
5. Your Methods and Materials notebooks and the Remediating Reading Difficulties
text by Crawley and Merritt will be an asset for you in planning remediation plans.
(Examples of strategies for comprehension: SCQP; ReQuest)
6. See Overall Checklist for Items Covered on Lesson Plans to ensure you
have addressed all areas at some point (Example: Diversity/Technology)
GradPract12.doc p.6
Overall Checklist for Items
Covered on Lesson Plans
SELF CHECK LIST
Are remedial strategies based on student(s)’
individual assessment results?
Yes
No
Are multiple strategies and methods used? For
example, strategies and methods taught in
previous or concurrent reading classes:
Yes
No
Yes
No
diversity?
Yes
No
Are some technology-based materials and/or
strategies included?
Yes
No
Are any trade books used?
Yes
No
Are any non-fiction books or class expository
texts used?
Yes
No
Are any books or materials used that match
any of the students’ interests on the iinterest
inventory?
Yes
No
(READ 720 Content Literacy, 871 Diagnosis,
872 Methods, 845 Approaches, etc.)
Examples: graphic organizers, repeated
reading, Readers’ Theatre, etc. May include
other sources.
Do the assessments measure the objectives
stated in your lesson?
Are there strategies and materials that value
GradPract12.doc p.7
Practicum
Assignment Due Dates
Tuesday, Jan. 17
PSU Classes Start
Sun, Jan. 22
#1 Assignment: Home Page Update due
20 points
Sun, Jan 29
#2 Assignment: Assessment Report due
170 points
Sun, Feb. 5
Sun, Feb. 12
#1 Lesson Plan due (#3 Assignment)
50 points
#2 Lesson Plan due (#3 Assignment)
50 points
Sun, March 11
#3 Lesson Plan due (#3 Assignment)
50 points
March 17 – 25
Spring Break
Sun, April 1
#4 Lesson Plan due (#3 Assignment)
50 points
Sun, April 8
#5 Lesson Plan due (#3 Assignment)
50 points
Sun, April 15
#6 Lesson Plan due (#3 Assignment)
50 points
Sun, Feb. 19
Sun, Feb. 26
Sun, March 4
Sun, April 22
Sun, April 29
#4 Assignment: Report to Parent/Professor due 150 points
(This assignment includes pre-test results from
#2 Assignment as well as new post-testing results.)
(Friday, May 11 End of Semester)
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