DEPARTMENT OF CURRICULUM AND INSTRUCTION
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Summer 2009
Title: Methods and Materials in Remedial Reading
Course Numbers: CURIN 872-20
Course Time Schedule: 8:30-11:00
M-Th
June 8-July 2
Room 309, 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
This course is designed to present methods and materials used in remedial reading
instruction. Emphasis will be placed on correct use of specific methods and materials and
on proper selection of a method or material with a particular student. Information is
supplied through lecture, demonstration, discussion, reading assignments, independent
reading, and case study analyses. The course is appropriate for both elementary and
secondary teachers.
II.
PREREQUISITE OR COREQUISITE
CURIN 871 Diagnosis of Reading Difficulties or instructor permission.
III.
PURPOSE OF THE COURSE
A. The graduate reading program is designed to develop in teachers 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 specialist candidates with an
opportunity to study and practice a variety of remedial reading methods using appropriate
materials. Emphasis is given to developing a repertoire of strategies rather than relying
on one theory or method of teaching so that the reading specialist candidate can select
appropriate strategies and materials for individual children’s needs.
IV.
COURSE OBJECTIVES
As a result of the course, 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.
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.
Knowledge
1. The reading specialist knows a wide range of effective instructional practices,
approaches, and methods, including technology-based practices for learners at differing
stages of development and from varied cultural and linguistic backgrounds.
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2. The reading specialist is cognizant of a wide range of curriculum materials in
effective reading and writing instruction for learners at different stages of reading and
writing development and from different cultural and linguistic backgrounds.
Performance
1. The reading specialist uses a wide range of instructional practices, approaches,
and methods, including technology-based practices to effectively teach learners at
differing stages of development and from varied cultural and linguistic backgrounds.
2. The reading specialist uses a wide range of curriculum materials to effectively
teach learners at differing stages of development and from varied cultural and linguistic
backgrounds.
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.
Knowledge
1. The reading specialist knows how to use students’ interests, reading abilities,
and backgrounds as foundations for the reading and writing program.
2. The reading specialist knows how to collect and use information about
students’ interests, reading abilities, and backgrounds when planning reading and writing
instruction.
3. The reading specialist recognizes how to select appropriate instructional
materials, print and non-print, and how to help students select materials that match their
reading levels, interest, and cultural and linguistic backgrounds.
Performance
1. The reading specialist demonstates how to use student interests, reading
abilities, and backgrounds as foundations for implementing the reading and writing
program.
2. The reading specialist demonstrates how to collect and use informaton,
including technology-based strategies, students’ interests, reading abilities, and
backgrounds when planning reading and writing instruction.
V.
VI.
REQUIRED TEXTS
Crawley and Merritt, Remediating Reading Difficulties, Fourth Edition, McGraw Hill,
2004.
Three-ring notebook for keeping notes, handouts, and reflections to demonstrate Kansas
Standards for Reading Specialists have been met.
INSTRUCTIONAL RESOURCES
Class notes
Professional journals, teaching materials and books in the Instructional Resource Center,
Axe Library, the instructor’s office, and shelves in 112 Hughes Hall.
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VII.
TEACHING STRATEGIES
Assigned readings in texts
Demonstrations
Modeling
Peer practice with feedback
Individual and/or group presentations
Lecture/Discussion
VIII. REQUIREMENTS
1. The reading specialist candidate will take turns demonstrating teaching strategies
and playing the role of a student. Each class member will also give oral reports and
demonstrations on corrective and remedial methods and materials. The number of reports
to be given will depend on the number of students in the class.
2. The reading specialist candidate will demonstrate remedial learning strategies from
Remediating Reading Difficulties by Crawley and Merritt and other resources, as may be
assigned in class. The number of demonstrations will depend on the size of the class.
3. The reading specialist candidate will keep accurate and complete notes on all
materials and on learning strategies demonstrated in class.
4. The reading specialist candidate will compile a three-ring notebook of 20-24
instructional practices, approaches, and methods as specified by the course rubric for
Methods and Materials Notebook.
5. The reading specialist candidate will attend all class sessions and actively participate
in all class activities.
IX. ASSIGNMENTS AND EVALUATION
Assignments
Points Possible
Presentations of Learning Strategies
60 pts. each
Weekly Journals
30 pts. each
Notebook of notes, remedial strategies, and reflections to
demonstrate Kansas Reading Specialists Standards have been met
200 pts.
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COURSE CONTENT AND TENTATIVE SCHEDULE
Day 1, Mon, June 8 Name tags; Syllabus, Get acquainted, Assignment of teaching
information and/or strategies demonstrations.
Class requirements: Notebook requirements
Learning Strategies
Teacher Demonstrator
EMERGENT/BEGINNING LITERACY SKILLS
Concepts of Print, pp. 3-5, Letter Identification,
pp. 6-13; Phonemic Awareness, pp. 14-22,
Crawley
Read pages 183-191, Developing Interests, Crawley text
READING PROBLEMS
Fehrenbach Handout
Day 2, Tues, June 9 BIG BOOKS
INTEREST INVENTORIES
Fehrenbach
Fehrenbach
Fehrenbach
HIGH INTEREST/LOW VOCABULARY BOOKS
Fehrenbach
See Appendix F, A-39-54, Trade Books for Challenged
Readers, Crawley
Fehrenbach handouts
GRAPHIC NOVELS
Fehrenbach
Day 3, Wed, June 10
TECHNOLOGY-BASED PRACTICE
MULTICULTURAL MATERIALS
Fehrenbach
One-half class presents
One-half class presents
Day 4, Thurs, June 11 WORD ANALYSIS SKILLS
1. Sight Words
Fehrenbach
2. Picture Clues/ Wordless Books
Fehrenbach
3. Teaching Phonics
Fehrenbach
4. Syllabic Analysis, pp. 46-48
_______________________________
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Day 5, Mon, June 15 FLUENCY
1st Week’s Journal Due
1. Repeated Readings, p. 90
Handouts
Fehrenbach
2. Choral Reading, p. 91
__________________________
3. Echo Reading, p. 92
Little Beaver and the Echo
___________________________
4. Paired Reading, p. 92
___________________________
5. Readers’ Theater, p. 93
___________________________
6. Tape-Assisted Reading, p. 94 ____________________________
Day 6, Tues, June 16 Fluency Miscues
1. Decreasing Reversals, p. 97
Fehrenbach
2. Decreasing Omissions, p. 99
Fehrenbach
3. Decreasing Substitutions, p. 100
Fehrenbach
4. Decreasing Nonpronunciations, p.102
Fehrenbach
5. Decreasing Repetitions, p. 103
Fehrenbach
6. Decreasing Insertions, p. 105
Fehrenbach
Day 7, Wed, June 17 Reading Rate
1. Words per minute, pp. 86-87
________________________
2. Increasing rate, pp. 166-167
Fehrenbach
3. Decreasing rate, pp. 167-168
________________________
4. Skimming, pp. 168-169
Fehrenbach
5. Scanning, pp. 169-170
Fehrenbach
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Day 8, Thurs, June 18 TEXT COMPREHENSION
Teaching Structures
1. Guided Reading Procedures, p. 116 ___________________________
2. Directed Reading Activity (DRA) and
Directed Reading-Thinking Activity, p. 117 ___________________
3. K-W-L, p. 118
Fehrenbach
Questioning Structures
1. Think-Alouds, p. 157, 159-160
Fehrenbach
2. ReQuest, p. l60
________________________
3. Reciprocal Teaching, p. 161
_______________________
Day 9, Mon, June 22 MEMORY AIDS
2nd Week’s Journal Due
1. SQ3R, p. 171
2. Mnemonics, p. 173
_____________________________
________________________________
3. Personal Planning and Organization, p. 173 ___________________
LISTENING
4. Listening, p. 175-178
_____________________________
Day 10, Tues, June 23 VOCABULARY
Graphic Organizers, p. 53
1. Word Walls, p. 54
Fehrenbach
2. Logos, p. 55
Fehrenbach
3. Semantic Maps, p. 56
Fehrenbach
4. Semantic Feature Analysis, p. 59
Fehrenbach
5. Definition Word Maps, p. 58-59 ____________________________
Day 11, Wed, June 24 SPECIALIZED APPROACHES
1. Language Experience, pp. 208-210
Fehrenbach
2. Kinesthetic Method, pp. 201-202
Fehrenbach
3. Neurological Impress Method, pp. 203-204
Fehrenbach
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Day 12, Thurs, June 25 4. Reading Recovery Method, pp. 205-207_____________________
Day 13, Mon, June 29 OTHER REMEDIAL APPROACHES
3rd Week’s Journal Due
Day 14, Tues, June 30
Developing Interests,
pp. 184-190 4th ed.
pp. 208-214 5th ed.
Working with Parents, pp. 102-195 4th ed.
Award Winning Books, pp. 216-219 5th ed.
Day 15, Wed, July1 4th Week’s Journal Due (3 days)
Notebooks Due
Catch-up Day
Information on PRAXIS – Practice Tests
Day 16, Thurs, July 2 Last Class Day
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Topics Covered in Summer Methods and Materials
Interest Inventories
Sight Words
Wordless Books
Phonics
Phonemic Awareness
Syllabic Analysis
Repeated Readings
Choral Reading
Echo Reading
Paired Reading
Readers’ Theater
Tape-Assisted Reading
LeapFrog LeapPads
Language Experience Approach
Comic Strip Reading/Sequencing
Sight Word Bingo
Decreasing Reversals
Decreasing Omissions
Decreasing Substitutions
Decreasing Nonpronunciations
Decreasing Repetitions
Decreasing Insertions
Words per minute
Decreasing Rate
Increasing Rate
Skimming
Skanning
Directed Reading Activity
Directed Reading-Thinking Activity
KWL
Request
Reciprocal Teaching
SQ3R
Mnemonics
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Neurological Impress Method (NIM)
Kinesthetic Method
Outlining
Pictomaps/Logos
Words Per Minute
Outlining
Personal Planning and Organization
Graphic Organizers
Word Walls
Word Maps
Semantic Mapping or Webbing
Semantic Feature Analysis Web
Listening
Think-Alouds
Reading Recovery
Word Wheels
Graphic Novels
*Technology-Based Practices
*Multicultural Materials
*Required in Notebook
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Class Dates for Methods & Materials
Summer 2009
Day 1, Mon, June 8
Day 2, Tues, June 9
Day 3, Wed, June 10
Day 4, Thurs, June 11
*************************
Day 5, Mon, June 15
Day 6, Tues, June 16
Day 7, Wed, June 17
Day 8, Thurs, June 18
*************************
Day 9, Mon, June 22
Day 10, Tues, June 23
Day 11, Wed, June 24
Day 12, Thurs, June 25
*************************
Day 13, Mon, June 29
Day 14, Tues, June 30
Day 15, Wed, July 1
Day 16, Thurs, July 2
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