Indiana Reading Academy Project
Course Syllabus L504
Diagnosis in Language Difficulties
I.
General Information
Course Credit: 3 credit hours
Target Audience: K-3 teachers
Materials: All instructional materials are provided to each participant by funding
through the Indiana Department of Education.
This course is a collaborative effort between Indiana University and the Indiana
Department of Education to deliver reading education courses to Reading First
schools in the state of Indiana. L504 (in conjunction with L525) is based upon a
combination of Voyager U Reading Academy Year One modules and an inquiry
project developed, implemented, and evaluated by Indiana University School of
Education faculty.
II.
Course Goals
This course was developed to build primary elementary teachers’ knowledge in what
is known as Scientifically Based Reading Research (SBRR), the research base for
Reading First. Participants will also learn about applications of informal literacy
assessments, diagnoses, and strategies for intervention in their classrooms. Teachers
will conduct personal inquiries related to site-specific needs to further their
understandings of literacy learning.
In this course, the teachers will do the following:
 Read current scientifically based research on reading.
 Learn the five components of successful reading instruction: phonemic
awareness, phonics and word study, fluency, vocabulary, and comprehension.
 Use evidence-based classroom assessment measures to determine student
levels of reading skills in the five major concept areas.
 Provide explicit and systematic instruction in the five major concept areas.
 Engage in a variety of independent, small, group, and peer activities in order
to develop an understanding of the five major concepts.
 Utilize strategies for intervention in reading.
 Conduct a personal inquiry in an area of literacy instruction based upon
individual, site-sensitive needs.
This course was developed to build primary elementary teachers’ knowledge in
what is known as Scientifically Based Reading Research (SBRR), the research base
for Reading First. The course also explores applications of informal literacy
assessments, diagnoses, and strategies for intervention. Teachers will conduct
personal inquiries related to site-specific needs to further their understandings of
literacy learning.
In this course, the teachers will do the following:
 Read current scientifically based research on reading.
 Learn the five components of successful reading instruction: phonemic
awareness, phonics and word study, fluency, vocabulary, and comprehension.
 Use evidence-based classroom assessment measures to determine student
levels of reading skills in the five major concept areas.
 Provide explicit and systematic instruction in the five major concept areas.
 Engage in a variety of independent, small, group, and peer activities in order
to develop an understanding of the five major concepts.
 Utilize strategies for intervention in reading.
 Conduct a personal inquiry in an area of literacy instruction based upon
individual, site-sensitive needs.
III.
Course Description
The dynamic nature of the learning experience is created through the utilization of four
major components:
1. Online Learning Modules which provide standardized curriculum, personal
journals, teaching and classroom assessment opportunities, and learning activities.
2. Learning Groups are formed at the school level with all K-3 participants. Group
meetings are lead by a trained literacy coach. Coaches provide feedback,
reflection, discussion, planning, and assessment of the online learning, classroom
activities and projects. Opportunities for peer interaction and support during each
learning module enhance the teacher’s experience.
3. Practical Experiences provide job-embedded activities for each learning module
that enable teachers to practice what they have learned in ways that build
confidence, reflection/feedback, and adoption.
4. Coaching Support for each teacher provides the necessary leadership to move
through the curriculum experience with fidelity and provide feedback and support
as she applies newly learned practices.
a.
Course Outline
Module 1: Phonological and Phonemic Awareness
 Research findings about connection of phonological awareness to early
reading success;
 Assessments for phonemic awareness (ISF, PSF);
 Monitoring student progress
 Strategies/activities to develop phonemic awareness
 Analyzing activities
 Developing individual plans for interventions based on students’ needs
Module 2: Phonics and Word Study
 Research findings about the relationship between phonics and word study
to reading development
 The Alphabetic Principle
Phases of word recognition
 Assessments for letter-sound correspondence(NWF), knowledge of letter
forms and names(LNF), and sight words
 Analyzing grade-level appropriate texts and word lists
 Continuing with intervention plan by integrating phonics/word study
strategies
Module 3: Fluency
 Research findings about fluency and reading success
 Assessments to monitor fluency over time(ORF/RCT and RTF)
 Six ways to help develop reading fluency in children
 Skill teaching model: model, provide guided practice, support independent
practice
 Apply skills to authentic reading
 Analyze fluency methods/techniques
Modules 4 and 5 are completed in the spring semester in the L525 course.
Inquiry Project
The inquiry project will be developed and implemented as the IRAP
participant does the following:
 Questions ways she can better meet the needs of her students.
 Identifies an area of focus for research (begin reading on topic).
 Collects data that will give further insights when analyzed.
 Organizes, analyzes, and interprets data.
 Develops an action plan based on her new knowledge.
b.
Evaluation
Each participant will be evaluated using the following criteria:
1. Attendance (80%) at school based meetings.
2. Successful completion of each module (on time) and the variety of activities
including self assessments, classroom activities, case studies, etc. that will
compose 60% of final grade.
3. Successful completion of the inquiry project (on time). The inquiry will compose
40% of the final grade and will include a written product for each of the five
phases.
4. The final grade will be calculated by adding the percentage points earned on the
modules and the percentage points earned on the inquiry project. Grades will be
determined by the scale below:
A
94 to 100
A90 to 93
B+
87 to 89
B
83 to 86
B80 to 82
C+
77 to 79
C
73 to 76
C70 to 72
D+
67 to 69
D
63 to 66
D60 to 62
F
0 to 59