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REED 726: Advanced Clinic Internship in Reading
Fall 2013
Dr. Gilda Martinez-Alba
Office: Hawkins Hall 102E
Office Phone: 410-404-2480
Clinic Phone: 410-704-2558
E-mail: gmartinez@towson.edu (best method of contact)
Mission and Conceptual Framework
The mission of the Professional Education Unit at Towson University is to inspire, educate, and
prepare educators as facilitators of active learning for diverse and inclusive communities of
learners in environments that are technologically advanced. The Conceptual Framework of
the College of Education can be found at http://wwwnew.towson.edu/coe/cf2006/index.asp.
Course Description
REED 726 is an advanced supervised clinical experience designed to provide each candidate
with opportunities to experience the variety of tasks one would expect to perform as a reading
specialist. Each candidate will provide a diagnostic evaluation and instruction of one schoolaged or adult client who has a variety of reading/language skills and needs. The assignments for
the course revolve around supporting that client and his/her family in the development of
personal and family literacy. Supervision of instruction, collegial mentoring and coaching, online book discussions, support of family literacy, a formal case study, parent education, and ongoing reflection are some of the components of this clinical experience.
Each candidate will be evaluated as well on his/her demonstration of the core behaviors which
the College of Education has indicated all teachers must exhibit in order to work successfully
with diverse and inclusive communities of learners. These core behaviors center on the attributes
of commitment to professional practice, caring for the success and well-being of all students,
and collaboration with colleagues and stakeholders. Additional information about these core
behaviors is posted on the course Blackboard site.
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Expected Course Outcomes
The Advanced Clinic Internship is designed to develop and enhance the candidate’s competencies as
an ethical professional in the following areas:
Expected Course Outcome
IRA
Standard*
Course Assessment
Demonstrate knowledge of the reading and writing
processes as a complex, interactive, and constructive set
of activities and how they are integrated into a fluent
reading program that meets diverse needs.
1.1, 1.3, 1.4,
4.1, 4.2
Compare, contrast and analyze information and
assessment results to place a student along a
developmental continuum and design instruction that
meets diverse needs.
Communicate assessment results to specific individuals
such as parents and other teachers through clear and
concise reports.
3.1, 3.2
4.1, 4.2
3.4
4.3
Parent Memo and Final
Case Study Report &
Portfolio
Work with colleagues to observe, evaluate, and provide
feedback on each other’s practice.
Use a variety of appropriate methods and materials for
literacy learning including technology to motivate
students, meet their educational needs, and create lifelong
learners.
6.3
Clinical Professional
Development Project
Observations of
Instruction, Preliminary
Case Study Report,
Family Literacy Project
and Final Case Study &
Portfolio
Preliminary Case Study
Report, Blackboard
Discussions, Family
Literacy Project, Parent
Memo and Parent
Workshops
Clinical Professional
Development Project
5.1, 5.2, 5.3,
5.4
Use a wide range of instructional practices, approaches,
and methods including technology-based practices to
create instruction and family literacy activities for students
considering differing cultural and linguistic backgrounds
of students and parents.
2.2, 2.3
4.1, 4.2, 4.3
Demonstrate knowledge of instructional grouping (small
group, individual, and computer based) options in Clinic
to support the needs of clients and mentees by observing
and providing feedback using the evidence-based rationale
to best meet the needs of all of the students involved.
2.1
Participate in, initiate, implement and reflect on
professional mentoring and development of peers.
6.1, 6.3, 6.4
Clinical Professional
Development Project,
Preliminary Case Study
Report, and Final Case
Study Report & Portfolio
Preliminary Case Study
Report, and Final Case
Study Report & Portfolio
Clinical Professional
Development Project
*** NOTE: The connections to the International Reading Association (IRA) Standards for
Reading Professionals, 2010 are listed after each expected course outcome. Course projects that
assess the demonstration of each standard are listed in the right hand column. More about the
International Reading Association and the standards can be found in the Graduate Reading
Program Handbook and on the IRA website at www.reading.org.
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Required Books and Materials
1. On Parenting: Ten Steps to Helping Your Child Succeed in School, Volume 1, by Mychal
Wynn, Rising Sun Publishing, ISBN 1-880463-50-4 (NEW FOR REED 726)
2. Seedfolks by Paul Fleischman, Harper Trophy - an imprint of HarperCollins Publishers
ISBN 0-06-447207-8 (NEW FOR REED 726)
3. An Observation Survey of Early Literacy Achievement, 2nd edition by Marie Clay,
Heinemann, 2002. (Required text for REED 609)
4. Qualitative Reading Inventory IV or V, by L. Leslie and J. Caldwell, HarperCollins, 2006 or
2011. (Required text for REED 609)
5. Strategies That Work by Stephanie Harvey and Anne Goudvis, Heinemann, 2007. (Required
text from REED 663)
6. Snapshots by Linda Hoyt, Heinemann, 2000. (Required text from REED 626)
7. Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension by Linda Hoyt,
Heinemann, 1999 or 2008. (Required text from REED 626)
8. A Path to Follow: Learning to Listen to Parents by Patricia Edwards, Heinemann, 1999.
(Required text from REED 626)
9. Intervention Strategies to Follow Informal Reading Inventory Assessment by JoAnne
Caldwell and Lauren Leslie, Allyn & Bacon, an imprint of Pearson, 2nd edition 2009.
(Required text for REED 621)
10. Resources on Blackboard site under Course Documents
Sources of Instructional Materials
1. The Reading Clinic Resource Room in Hawkins Hall Room 111 houses many trade books,
thematic units, poems, plays, games, software, craft supplies, adult literacy materials, a
professional resource shelf, etc.
*** Materials from the Resource Center should be used in your teaching sessions. ***
2. The Educational Technology Center in Hawkins Hall Room 210 has available computers
and software.
3. The Learning Center in Cook Library has available many curriculum materials & tradebooks.
Course Prerequisites
Students should have completed successfully REED 601, 609, 663, 621, 665, 745, and 626.
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Major Assignments
Specific guidelines and grading criteria (rubrics = the yellow brick road) for each assignment are
posted on the course Blackboard site. All assignments are due on the dates indicated on the
course Schedule At A Glance.
The final grade will be determined by the following point values:
Preliminary Case Study Report
Final Case Study *
Memo to Parents
2 Parent Workshops *
Reflection Blog/Log Journal
100 points
100 points
100 points
200 points
48 points
(*) – These projects are required components of the M. Ed. Reading Program Portfolio. Be sure
to save one printed hard copy and two electronic copies (CD/DVD and flash-drive are
recommended).
FOLLOW THE YELLOW BRICK ROAD (the rubrics) AND YOU WILL DO WELL! 
Grading and Evaluation
All course requirements and assignments must demonstrate graduate level quality work. Papers
and oral presentations should exhibit originality, adherence to the guidelines and criteria for
assignments, application to course content, meticulous and comprehensive research, accuracy of
information used, good organization and clarity of content, evidence of critical thinking and
analysis, deep reflection, accurate written and oral English conventions, and appropriate use of
references and APA style.
Grading Scale
A
AB+
B
C
F
95-100%
90-94%
86-89%
80-85%
70-79%
below 70%
**** Important Note: In order to successfully
complete the Masters in Reading Program, you
must have a B or higher in this course. See the
Graduate Reading Program Handbook for more
details.
All projects will be graded within two weeks after the project’s due date.
Support with Writing
On-line support for writing is available at www.towson.edu/ows. The Towson University
Graduate School also offers one-on-one tutors to help with writing. For information see the
Towson University Website at http://grad.towson.edu/academic/writingLab.asp.
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Attendance Policy
 Prompt and full attendance is expected. If you cannot make a session, please notify the
professor in advance. Since this is an internship, 2 points will be deducted from the final
point score for each absence that is not made up. Additionally, 1 point will be deducted for
each unexcused lateness. This class will be conducted in the spirit of collaboration,
dialogue, and active involvement. Students are expected to participate fully in all class
activities – including on-line assignments – and contribute to group work.
 If, in an emergency, you cannot meet with your client, leave a message for the professor by
calling the Clinic number (410-704-2558). In addition, call the parent of your client and
try to arrange another time to make up the session. Please inform the professor of the
date and time the session is being made up. If you decide to conduct your make-up session on
another clinic night and wish to use a space in the clinic facilities, you must contact Dr.
Martinez-Alba to schedule a space for you to work with your client. Complete a Reflection
Journal on the make-up session indicating it was a make-up session and stating where and
when it was conducted.
 During the time that you are not scheduled to teach your client, you may explore the
Resource Room, plan for your next testing or teaching session, meet and plan with colleagues
to prepare for parent workshops, observe your mentee or other teachers working with their
clients, etc.
Influenza Policy Statement:
 “Students should not attend classes or other university events from the onset of flu-like
symptoms until at least 24 hours after the fever subsides without the use of fever reducing
medications. Such absences will be considered excused absences; however, students are
responsible for the material covered during the period of their absence.”
Emergency Statement:
 In the event of a University-wide emergency, course requirements, classes, deadlines and
grading schemes are subject to changes that may include alternative delivery methods,
alternative methods of interaction with the instructor, class materials, and/or classmates, a
revised attendance policy, and a revised semester calendar and/or grading scheme. In the
case of a University-wide emergency, please refer to the following about changes in this
course:
~ TU Text Alert System – Sign up at
http://www.towson.edu/adminfinance/facilities/police/campusemergency/).
This is a service designed to alert the Towson University community via text messages to
cell phones when situations arise on campus that affect the ability of the campus students, faculty and staff - to function normally.
If your client is absent . . .
If your client is absent, you should try to arrange for a make-up session. You are not required to
come to campus for an additional day, but see if your client can do a double session on your
scheduled clinic night. You will not be penalized because of the absences of your client as long
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as you use the time productively. In rare cases when another clinician is absent and has not
made arrangements for their client, we may need to ask you to substitute. In either case, all
components of your reflection journal must be completed.
Integrity and Professional Ethics
Among the expected outcomes for this course is the modeling of ethical and professional
behavior. The mission of the Towson University College of Education is to prepare you for
diverse and inclusive environments. The expectation of the Reading Clinic is that you will honor
the diverse backgrounds of our clients, understand the importance of the confidentiality of the
information shared with you, and inspire in the clients and their parents with whom you work the
joy of becoming more literate. The Professional Education Unit has identified core behaviors
expected of all graduates. REED 726 has been selected as the course in which the summative
assessment of these behaviors will occur.
Your preparation for your client and your attendance at clinic are important components of this
ethical stance. If for any reason you cannot attend clinic or have problems that get in the way of
continuing clinic, you should let Dr. Martinez-Alba, the Clinic Director, know as early as
possible. Remember that you are not alone in this effort and we will offer you any support you
need.
If you do decide to drop clinic or take an incomplete for any reason, you must inform Dr.
Martinez-Alba immediately. All testing done on the student up to the time you have to drop,
must be turned in to Dr. Martinez-Alba no later than five days after you drop in order that the
client’s educational program can continue. If you do not follow these procedures, you will not
be allowed to take Clinic again, and therefore, you will not be able to finish the Master of
Education in Reading program.
Academic Integrity Policy
All graduate students must adhere to the policies, procedures, and consequences outlined in the
Towson University Student Academic Integrity Policy (www.towson.edu). Students must
maintain academic honesty and integrity in the completion of all course requirements.
Violations include but are not limited to cheating, plagiarism, multiple submissions, abuse of
academic materials, complicity in academic dishonesty, and fabrication and falsification.
In all matters concerning academic integrity, cheating, and plagiarism, this course will comply
with the Student Academic Integrity Policy as published by the Towson University Office of
Judicial Affairs, 7720 York Road, Room 236 (410-704-2057).
The following excerpt from Towson University's Academic Integrity Policy is extremely
important to consider in developing materials for this course:
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Plagiarism
Presenting the work, products, ideas, words or data of another as one's own is plagiarism.
Indebtedness must be acknowledged whenever:
1. one quotes another person's actual words or replicates all or part of another's product.
This includes all information gleaned from any source, including the Internet.
2. one uses another person’s ideas, opinions, work, data, or theories, even if they are
completely paraphrased in one’s own words.
3. one borrows facts, statistics, or other illustrative materials.
You may also want to consult the Cook Library website for more information on how to avoid
plagiarism. All material handed out with your name on it must be original work or you need to
carefully cite your sources.
Disability Support Services
Towson University is committed to providing equal access to its programs and services for
students with disabilities, in accordance with Section 504 of the Rehabilitation Act of 1973 and
the Americans with Disabilities Act of 1990. Disability Support Services is the office designated
to provide reasonable accommodations to students with disabilities. Students seeking
accommodations must identify themselves to DSS, request an appointment to discuss their needs,
and provide DSS with up-to-date and complete documentation of their disabilities. DSS
determines what accommodations are reasonable on a case-by-case basis, taking into account the
student’s disabilities and needs, nature of their learning task, course standards and essential
requirements of the program of study, and educational environment. Students are encouraged to
register with DSS as soon as possible after admission to the University to ensure timely
provision of services.
Cell Phones
Using a cell phone during Clinic time in the classrooms or hallway is very distracting to the
interaction and learning environment that we are trying to create. Please turn off your cell
phones or put them on vibrate if you have an emergency situation that you have to monitor. If
you have to take an emergency call, please move to outside the Brick Street Café and then let
your professor know afterwards that you had an emergency. Also refrain from checking
messages and texting – especially when you are working with your client. Your client deserves
your complete attention.