DEPARTMENT OF CURRICULUM AND INSTRUCTION
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Summer 2008
Title: Practicum in the Diagnosis and Remediation of Reading Difficulties
Course Numbers: CURIN 873-35
Course Time Schedule:
APT
Room 308, Hughes Hall
Credit Hours:
3
Instructor: Carolyn R. Fehrenbach, Ph.D.
Office Phone:
620-235-4483
Home Phone: 620-232-7720
Office:
112C Hughes Hall
Office Hours: By appointment
e-mail: cfehrenb@pittstate.edu
I.
COURSE DESCRIPTION
A supervised experience in diagnosing and remediating individuals or groups of
students requiring corrective or remedial reading instruction. Reading candidates
will work with students at two different grade or reading levels.
II.
PREREQUISITE OR COREQUISITE
CURIN 871 Diagnosis of Reading Difficulties and CURIN 872 Methods and
Materials in Remedial Reading. CURIN 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 a student (elementary, middle,
or secondary) and then planning and delivering an appropriate remediation
program for that student. Each elementary licensed reading candidate will work
with both primary grade and intermediate/middle/secondary level grade students
to help ensure practice in both diagnosis and remediation at those levels.
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
IV.
practices, approaches and methods, curriculum materials, and the appropriate use
of assessments to create a literate environment that fosters effective reading and
writing instruction.
V.
REQUIRED TEXTS
Note: Texts for the course are those used in the prerequisite Diagnosis and
Methods/Materials courses.
These include:
Crawley and Merritt, Remediating Reading Difficulties, McGraw Hill, 2004.
Available from PSU Bookstore and used in the Methods and Materials course.
Flynt and Cooter, Reading Inventory for the Classroom.
VI.
INSTRUCTIONAL RESOURCES
Class notes and materials from the reading candidate’s portfolios created in
Diagnosis and Methods/Materials courses.
VII.
TEACHING STRATEGIES
Supervised teaching sessions of students
Lecture/Discussion/Sharing
VIII. COURSE REQUIREMENTS AND EVALUATION
Plan to have a partner or partners to take your student(s) in case you have an
emergency. You will be responsible for contacting your partner(s).
Assignments
Points Possible
Daily Lesson Plans
Daily Points
The lesson plans will be for the twenty days
you work with the children (Ten days with primary; Ten days with
intermediate/middle or secondary students. Each plan will include
the following information and will also be assessed by a rubric:
Record of Student’s Attendance
5
Appropriate Daily Learning Objective
20
Materials
10
Appropriate Strategy (ies) for Remediation
20
Assessment of Objective
10
Reflection (What worked; what would do differently)
10
Assessments
Primary Age Students
Administration (scoring and interpretation) of the following assessments
administered to primary age student(s):
Interest inventory
Letter names and sounds
Dolch sight words
Flynt-Cooter placement sentences
10
20
20
10
Flynt-Cooter oral comprehension
Include oral word recognition errors on grid
Flynt-Cooter listening comprehension
100
50
30
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
Reading attitude test
10
Graded word list or Dolch sight words (Choose the assessment which
best fits the student)
Flynt-Cooter placement sentences
20
10
Flynt-Cooter oral comprehension
100
Include oral word recognition errors on grid
50
Flynt-Cooter listening comprehension
30
Reports for Professor/ School/ and Parent
Include pre- and post-tests results, strategies used and recommendations
for further instruction
Primary age student(s)
Intermediate/middle/ or secondary student(s)
IX.
100
100
COURSE CONTENT
Direct application of content learned in the prerequisite courses: Diagnosis
Reading Difficulties and Methods and Materials in Remedial Reading.
Note: Each applicant for a reading specialist licensure at the K-12 level of instruction
shall have successfully completed a graduate level state approved program, the
PRAXIS test, two years of teaching experience and shall be recommended by a
teacher education institution.
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