Syllabus
Course Prefix/Number: RED 6546
Course Title: Identifying and Preventing Reading Difficulties
Course Credit Hours: 3 sh
Lead Instructor Name and Contact Information: Dr. Kathleen M. Heubach, Associate
Professor, School of Education, Bldg 85/Room 182; Phone: (850) 474-2858; Email:
kheubach@uwf.edu
Course Description: Study and clinical experience to develop competence in determining
causes and degrees of reading disabilities, recommending specific corrective or remedial
instruction to meet specific needs and preparing case studies.
Purpose of the Course:
The Empowered Professional Making a Difference is the theme of the Professional Education
Unit conceptual framework. This theme focuses learning experiences on activities that permit the
candidate to examine what he/she does and to take an active role in the instructional process. The
subject matter, class activities, and skill development of this course were selected to assist your
personal growth in one or more of the following Empowered Professional Making a Difference
characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor, d) decision maker, e)
problem solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida's
Uniform Core Curricula outline the knowledge, skills, and dispositions that candidates require to
be successful in Florida's educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in
the teacher education program. (Specific details are provided in your Teacher Education
Handbook.)
Approach to the Course
The content of this course forms a major portion of the knowledge base for reading
professionals. Instruction will be delivered through lecture, discussion and simulation. A critical
component is the clinical experience where a complete diagnostic assessment is conducted and
an instructional plan created.
Student Learning Outcomes: Upon completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Administer informal or authentic assessments and evaluate performance.
Apply principles of measurement to test interpretation.
Use assessment information to undergird diagnostic teaching of reading.
Identify the language performance patterns of linguistically diverse students.
Relate current research to the understanding of literacy problems through critical review.
Identify diagnostic teaching strategies for children with special needs.
Prepare a case study report.
Communicate information effectively to parents and classroom teachers.
Course Alignments by Assessments, Outcomes, and Standards:
Project Name
and
Assessment
Tool
Response
Journal
Conceptual
Framework
Outcomes
NCATE
FEAPs
Standard 1
Indicator
Critical Thinker
3.1, 3.2,
3.3, 3.4
1a
Annotated
Bibliography
Critical Task:
Formal Reading
Measure
Review
Critical Task:
Case Responses
Lifelong Learner
Key
Assignment:
Clinical Report
Decision Maker
Problem Solver
Counselor/Mentor
IRA
K-12
Standards Competencies
and Skills
3.1, 3.3
Critical Thinker
Ethical /Moral
Professional
1b
2.1, 2.2,
2.3, 3.3
1c
1d
Topics Covered:
Principles of literacy assessment
Formal and informal assessments
Assessing interests and attitudes
Alternative assessments
Special needs students
2.e
5.b
5.e
3.1, 3.2,
3.3, 3.4
NBPTS
1
2
35: 9.1, 9.3,
9.5
35: 8.1, 8.2,
8.3, 9.3, 9.5,
11.1
35: 8.1, 8.3,
9.2, 9.3, 9.4
2
1
2
3
Causes of reading problems
Principals for instructing struggling readers
Instruction in word identification & fluency
Promoting vocabulary & comprehension
Tentative Schedule: (Example)
Session
Topic
1
Overview/Formal & Informal
Assessments
2
Causes & Correlates of
Reading Problems
3
4
Assessments – Part 1
Determining Reading Level
and Identifying Reading
Problems
Assessments – Part 2
Identifying Strengths and
Weaknesses
5
Instructional Principals for
Delayed Readers
6
Word Recognition/Fluency
7
Word
Meaning/Comprehension
8
Severely Delayed
Readers/ELL Learners and
Others with Special Needs
Case Reports
9
Readings/Activities
Readings
McCormick & Zutell – Chapter 1
Assignment
1. Response Journal
Readings
McCormick & Zutell – Chapter 2
Assignments
1. Response Journal
2. Case Response #1 – Critical Task (35: 9.1, 9.3, 9.5)
Readings
McCormick & Zutell – Chapters 3 & 4
Assignments
1. Response Journal
Readings
McCormick & Zutell – Chapters 5 & 6
Assignments
1. Response Journal
2. Formal Reading Measure Review – Critical Task
(35: 9.1, 9.3, 9.5)
Readings
McCormick & Zutell – Chapters 7
Assignments
1. Response Journal
2. Case Response #2 – Critical Task (35: 9.1, 9.3, 9.5)
Readings
McCormick & Zutell – Chapters 8 & 9
Assignments
1. Response Journal
2.
Readings
McCormick & Zutell – Chapters 10, 11, 12
Assignments
1. Response Journal
2. Case Response #3 – Critical Task (35: 9.1, 9.3, 9.5)
Readings
McCormick & Zutell – Chapter 13, 14
Assignments
1. Response Journal
2. Annotated Bibliography
Assignments
1. Response Journal
2. Clinical Report (35: 8.1, 8.3, 9.2, 9.3, 9.4)
Required texts:
McCormick, S., Zutell, J. (2010). Instructing students who have literacy problems. (6th Edition)
Upper Saddle River, NJ: Prentice Hall.
Selected articles and chapters from professional literature.
Grading / Evaluation:
Informed Participation
Response Journal
Formal Reading Measure Review - Critical Task
Case Responses – Critical Task
Annotated Bibliography
Clinical Report – Key Assignment
10%
15%
15%
15%
15%
30%
Class Requirements:
1.
Formal Reading Measure Review (Critical Task) – You will select one formal measure
of reading achievement to review. Your report will include a thorough description of the
assessment that includes recommended use, intended grade levels, guidelines for
administration, and usefulness of results. The list of formal measures from which to
select is found in your text for the course. Results will be shared with the class on a Wiki
page.
2.
Case Responses (Critical Task) - You will be required to analyze and interpret a series
of cases presented in class. These cases will include students from a range of grade
levels, reading achievement levels, and special needs.
3.
Response Journal – Each week you will respond to course readings in a response journal.
The prompt for each response will be provided.
4.
Clinical Report (Key Assignment) – You will be responsible for conducting a complete
battery of informal assessments with one K-12 student who is a struggling reader. You
will also conduct a parent interview and obtain any available standardized assessment
data for the student. Based on the data you will design and implement a series of lessons
for this student.
5.
Annotated Bibliography – You will identify a problem or instructional issue based on an
observation made in your classroom. You will conduct a review of the professional
literature related to that instructional issue. An annotated bibliography will be created
using at least 10 of the sources you read for the review.
Additional Notes:
1.
Attendance and punctuality are expected and will be considered in determination of the
final grade. Participation in lectures and class activities is essential and cannot be
duplicated. Full participation points will be awarded to students who are present at each
class session, arrive on time, remain until the end of the class, and fully participate during
class.
2.
Assignments are due on the scheduled dates. Points will be deducted for late work.
Unless previously arranged with the professor, work will only be accepted up to two days
after the due date.
3.
The use of word processors is preferred (10 or 12 point font only) and is required for
some assignments. When handwritten assignments are accepted, they are to be submitted
in clear legible manuscript or cursive. Writing judged to be illegible is unacceptable.
Organization, clarity, cohesion, standard grammar, and spelling are considerations in
grading.
Special Technology Utilized by Students:
Each UWF Student is expected to:




Activate a UWF ArgoNet email account
Access email two to three times weekly
Have basic word processing knowledge
Purchase and activate a TK20 account
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.