School of Education and Psychology
M.S. in Education and Special Education
SPED 667: Assessment, Diagnosis, and Remediation of Reading Disabilities
Elementary School, Grades 1-6
- Specific Pedagogical Core Course
Term: Spring 2010 Type of Course: Face to face
Dr. Sharon Fier
946 Kings Highway, Brooklyn, N.Y. 11223
Telephone: (917) 309-6985
Office hours: 4:30 – 5:00 PM (on evenings when class meets)
Course meeting: January 12 – April 20, 2010
Meeting hours: 5:00 – 8:10 PM ( Tuesdays)
Meeting location: P.S. 56R, Staten Island
Program Mission in Education & Special Education
The mission of the program is to educate, train and graduate individuals who embody and promote excellence in education. We accomplish this through aiding in students’ development of the tools of effective thinking and learning, focused through essential components of the theory and practice of teaching. We hold that the primary goal of learning is to develop the skills and passion for further learning. The mission of our program therefore includes fostering in students the means and desire to seek ongoing professional development through independent learning opportunities as well as through formal education.
All persons are capable of developing their intellectual potential to higher levels. Our mission is to nurture this development in our students and provide them with the means and encouragement to do the same with their students. We accomplish this through fostering interaction with strong theoretical knowledge, and then facilitating experiential development through students putting this knowledge into practice in authentic classroom situations. Interwoven into students’ learning and practice experiences is a dedication to multiculturalism, diversity, and global awareness; we instill in our graduates a commitment to bring the benefits of education to all children, adolescents, and adults, regardless of individual differences or special needs. To facilitate these goals, we foster technological literacy in our students towards the purpose of them empowering their own students with these skills.
SpEd 667 Course Description
This course focuses on developmental and cultural contexts for understanding symptoms and causes of reading disabilities; diagnostic instruments and approaches to assessment of reading disabilities; programs, materials, and methods for nurturing literacy and for instruction of students with reading disabilities; and one-on-one work with a child with reading disabilities, with completion of a comprehensive case study.
3 credits (Prerequisite: EdSE665: Basic Reading and Writing Instruction, Grades 1-6)
PROGRAM GOALS AND STUDENT LEARNING OUTCOMES
Goal One- Theory and Research: Students will explore theoretical and conceptual frameworks such as philosophy and social theory that inform a modern understanding of education. Students will go on to critically analyze these areas and integrate them into a larger understanding of educational practice.
Students will be able to:
1. Explain principles of effective instruction
2. Present effective lessons, drawing on both theoretical knowledge and knowledge of standards and requirements
3. Analyze and discuss basic principles of cognitive education as they relate to child development and learning
4. Apply knowledge of child development and learning to creation of developmentally appropriate and effective instructional tools
5. Create and present effective lessons that reflect a synthesis of theoretical and content knowledge
6. Analyze texts for validity of reasoning and drawing of inferences
7. Analyze and use research literature in the field of education and related disciplines
8. Combine varied elements of their course of study to produce a final culminating practicum project
Goal Two- Multiculturalism, Globalism and Diversity: Students will appreciate the implications of living in a global society. Further, students will demonstrate knowledge and competency in issues of diversity related to culture, gender, and ability within America. Students will encourage such interest and appreciation in the learners with whom they work. Students will relate globalism, diversity and multiculturalism to their professional role and explore these areas both within an academic context and through the real-life situations of teaching.
Students will be able to:
1. Interpret multiple perspectives held by different cultures on ways of understanding the world and themselves
2. Demonstrate through writing and discussion, appreciation for cultures that differ in important respects from the student’s own culture
3. Encourage the exploration of global, diversity and multicultural issues among their peers and students
4. Analyze and critique the implications for teaching and learning within diverse and culturally varied school settings
5. Apply multicultural and diversity training to the creation of strategies for class environment, management, pedagogy and course planning
6. Reflect on and analyze their thinking and professional awareness for biases and prejudices in the context of what they learn about other cultures
7. Within field experience and practicum courses, apply enhanced knowledge of global, diversity and multicultural issues in real classroom situations
Goal Three- Learners with Special Needs: Students will appreciate issues and concerns specific to learners with special needs. This encompasses special education, gifted and at-risk learners. Further, students will apply this knowledge to develop plans of action for meeting the needs of these students that are in alignment with federal, state and local standards and requirements as well as current accepted theory.
Students will be able to:
1. Explain the relationship of special education theories, such as differentiation of instruction to fundamental areas of pedagogy such as: instructional planning, classroom management, and the act of teaching
2. Analyze the effectiveness of specific tools such as life-space interviews, and behavior contracts in effectively addressing problem behavior of individual children.
3. Synthesize theory with specific mandates such as NYSED alternate assessment performance indicators to formulate strategies for addressing special learners’ needs
4. Describe and evaluate the relationship between principles of special education and general principles of education such as cognitive theory
5. Formulate robust goal-oriented pedagogical practices for students based on effective use of
6. Demonstrate knowledge of critical legislation such as IDEA and Section 504 and the impact of concomitant concepts such as FAPE and LRE
7. Apply relevant local, state and national standards, such as Council for Exceptional Children (CEC) standards to developing strategies in key areas such as assessment, classroom management and lesson planning
Goal Four- Technological Literacy: Students will achieve technological literacy towards the purpose of effectively implementing technology in instructional practices and related areas.
Students will be able to:
1. Demonstrate knowledge and use of technology for instructional purposes.
2. Apply technology in academic research, planning, and organization.
3. Describe the nature and use of appropriate assistive technology in meeting the needs of
special education students.
4. Apply technology to developing strategies in essential areas of pedagogy such as: instructional planning, classroom management, and the act of teaching.
5. Understand and use technology, including assistive technology, for instruction and for assisting all children with gaining access to the curriculum
6. Comprehend the rapidly changing nature of technology and the need for ongoing learning
to maintain technological literacy
Goal Five- Application of Professional Learning: Students will integrate knowledge gained through their course work, field experience and practicum into authentic teaching situations.
Students will be able to:
1. Enact effective lesson plans that accomplish lesson, unit and course objectives
2. Develop educationally significant assignments and projects that facilitate the accomplishment and measurement of lesson, unit and course objectives
3. Demonstrate principles of effective instruction within specific pedagogical content areas
4. Relate classroom practice and planning to relevant standards (CEC, NYSED Content, NAEYC) and demonstrate alignment with standards
5. Apply educational and content-specific theories to advance key areas of pedagogy, such as
instructional planning, classroom management, and the act of teaching
6. Design and implement effective one-on-one intervention strategies with special needs and
The relationship of this course to the program mission and conceptual framework is addressed in the accompanying document.
Student Learning Outcomes
Students will demonstrate ability to:
• give an account of theories of the reading process
• explain key concepts in reading skills development
• describe the relationships among language acquisition process, speech, and the
• describe and appropriately refer to NYS learning standards in the language
arts for children and relevant standards of CEC
• describe and use assessment tools for use with the general education and
special education population
• describe ways to translate assessment and testing results for remediation of
• describe a rich classroom environment that encourages literacy development,
including the literacy development of children with literacy/reading problems
• explain and implement differentiated instruction in literacy/reading instruction
• give an account of a variety of reading materials and approaches to the
teaching of reading to students with reading problems
• describe strategies to impart a love of literature to children and to promote
children’s continued development as competent readers
• describe and use technology available for use with children with reading difficulties
The following are relevant standards for this course and its objectives from New York State, the Council for Exceptional Children, and the National Association for the Education of Young Children.
Relationship of Learning Outcomes to New York State Learning Standards
STANDARD 1—LANGUAGE FOR INFORMATION AND UNDERSTANDING
Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
• gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams
• select information appropriate to the purpose of their investigation and relate ideas from one text to another (Outcomes 7,9)
• select and use strategies they have been taught for notetaking, organizing, and categorizing information
• ask specific questions to clarify and extend meaning (Outcomes 1, 2, 4)
• make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words (Outcomes 1, 2, 4)
• support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns. (Outcomes 1, 2, 4)
2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly
• present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
• select a focus, organization, and point of view for oral and written presentations
• use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference
• use details, examples, anecdotes, or personal experiences to explain or clarify information
• include relevant information and exclude extraneous material
• use the process of pre-writing, drafting, revising, and proofreading ( the “writing process”) to produce well-constructed informational texts (Outcome 3)
• observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms. (Outcome 3)
STANDARD 2—LANGUAGE FOR LITERARY RESPONSE AND EXPRESSION
Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text
• read a variety of literature of different genres: picture books; poems; articles and stories from children’s magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers (Outcomes 7, 9)
• recognize some features that distinguish the genres & use the features to aid comprehension
• understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives
• use inference and deduction to understand the text
• read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning (Outcomes 1, 2 )
• evaluate literary merit.
2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered. (Outcome 3)
• present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure
• explain the meaning of literary works with some attention to meanings beyond the literal level
• create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary
• observe the conventions of grammar and usage, spelling, and punctuation.
STANDARD 3—LANGUAGE FOR CRITICAL ANALYSIS AND EVALUATION
Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria. (Outcomes 1-11)
• read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor
• make decisions about the quality and dependability of texts and experiences based on some criteria, such as the attractiveness of the illustrations and appeal of the characters in a picture book, or the logic and believability of the claims made in an advertisement
• recognize that the criteria that one uses to analyze and evaluate anything depend on one’s point of view and purpose for the analysis
• evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully.
2. Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.
• express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence
• present arguments for certain views or actions with reference to specific criteria that support the argument (E.g., an argument to purchase a particular piece of playground equipment might be based on the criteria of safety, appeal to children, durability, and low cost.)
• monitor and adjust their own oral and written presentations to meet criteria for competent performance (E.g., in writing, the criteria might include development of position, organization, appropriate vocabulary, mechanics, and neatness. In speaking, the criteria might include good content, effective delivery, diction, posture, poise, and eye contact.)
• use effective vocabulary and follow the rules of grammar, usage, spelling, and punctuation in persuasive writing.
STANDARD 4—LANGUAGE FOR SOCIAL INTERACTION
Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.
• listen attentively and recognize when it is appropriate for them to speak
• take turns speaking and respond to others’ ideas in conversations on familiar topics
• recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.
2. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.
• exchange friendly notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions
• adjust their vocabulary and style to take into account the nature of the relationship and the knowledge and interests of the person receiving the message
• read and discuss published letters, diaries, and journals to learn the conventions of social writing.
Council for Exceptional Children
Standard 1: Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. (Outcomes 1-4, 9)
Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual’s with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community. (Outcomes 1-3, 9)
Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provide the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN. (Outcomes 1-3, 9)
Standard 4: Instructional Strategies
Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. (Outcomes 8-11)
Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide guidance and direction to para-educators and others, such as classroom volunteers and tutors. (Outcomes 7, 9, 10)
Standard 6: Language
Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Special educators provide effective language models, and they use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary language is not English. (Outcomes 1-11)
Standard 7: Instructional Planning
Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction. (Outcomes 7-11)
Standard 8: Assessment
Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. (Outcomes 5. 6)
Standard 10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services.
NAEYC Standards for Early Childhood Professional Preparation
1. Promoting child development and learning
Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
(Outcomes 2-4, 7-10)
2. Building family and community relationships
Candidates know about, understand, and value the importance and complex
characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning (Outcomes 9, 10)
3. Observing, documenting, and assessing to support young children and families
Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning. (Outcomes
4. Teaching and Learning
Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all young children. (Outcomes 4, 7-11)
4a. Connecting with children and families
Candidates know, understand, and use positive relationships and
supportive interactions as the foundation for their work with young children.
4b. Using developmentally effective approaches
Candidates know, understand, and use a wide array of effective
approaches, strategies, and tools to support young children’s
development and learning.
4c. Understanding content knowledge in early education
Candidates understand the importance of each content area in young
children’s learning. They know the essential concepts, inquiry tools,
and structure of content areas including academic subjects and can
identify resources to deepen their understanding.
4d. Building meaningful curriculum
Candidates use their own knowledge and other resources to design,
implement, and evaluate meaningful, challenging curriculum that
promotes comprehensive developmental and learning outcomes for all young children.
5. Becoming a professional
Candidates identify and conduct themselves as members of the early childhood
profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledge, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies (Outcome 4))
Absences: Weekday classes: One absence permitted; a second absence requires an additional assignment; a third absence requires dropping the course. Sunday classes: one absence permitted, but an additional assignment is required; more than one absence requires dropping the course.
Completion of all assigned readings.
Completion of papers, exams, and projects
Reutzel, D. R. & Cooter, R. B. (2007). Strategies for reading assessment and instruction: Helping every child succeed (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Cooter, R.B., Flynt, E.S. and Cooter, K.S. (2007). Comprehensive reading inventory.
Upper Saddle River, NJ: Merrill/Prentice Hall.
Additional handouts and journal articles may be added for your reference during the semester in order to help you gain greater understanding of the course content. The professor reserves the right to alter the assignments, readings, and/or projects based on student needs and interests.
Course Goals Assignment for Students
Students are required to download the course syllabus and course goals (located at lehrerx.webhop.org/syllabi.htm ), review the specific course goals, NYS learning standards, CEC standards and NAEYC standards. By the conclusion of the course, a document should be submitted to the professor in which students list some of the course goals and standards, with several examples illustrating how the course work related to the goals and standards; due by the 11th class session.
Class will be conducted in lecture format with small-group discussions and activities using case studies, monographs, and probing questions.
The use of technology as a mode of teaching and learning is encouraged, particularly as a model for potential teachers to use technology in their own instruction.
1. Blackboard for posting of assignments, announcements, discussion groups
2. Use of Power Point, where appropriate, for teaching of content and presentations by students
3. Use of video, where appropriate, for representation of course material
4. Use of internet-based topics and discussions, where appropriate during class time
1- Regular attendance & participation, hand-ins, class activities ……………………... 20 %
2- One remediation paper, one analytic paper ……...………………… (each) .……. 20 %
3- Term Project: Case Study including presentation…………………………….……… 40 %
Presentations: This will be based on the various weekly assignments and the 2 Projects. You will be
expected to come to class prepared to speak about the work you have prepared. Where applicable, a brief
written description should be included that can be submitted for the purpose of sharing ideas with classmates.
It should be typed, proofread, and duplicated for the entire class.
Papers are to be typed, double-spaced and written in accordance with APA style. All submissions MUST be submitted as a Microsoft Word (.doc) file or a RICHTEXT (.rtf) file; NO EXCEPTIONS. Assistance and helpful guidelines will be provided by the professor. You are expected to comply with format.
Paper One will be 3-5 pages in length. (A) Select one children’s book appropriate for primary grade students. Determine decoding and encoding strategies, comprehension, extended knowledge, writing skills, etc. that can be taught and reinforced using this piece of literature with your case study student; be specific regarding the nature of the child’s problem areas.
(B) Prepare a lesson plan for each of the following based on the case study child & the book:
(1) teaching phonics; (2) building vocabulary; and (3) comprehension & high order thinking
Paper Two will be 4-6 pages. Assume that a teacher has just commenced teaching and has a class of 25 students with varying reading abilities (at least a 3 year grade span), including students with reading disabilities. Answer the following questions:
A. How could the teacher assess and evaluate students for reading instruction?
B. What instruments could the teacher use?
C. How could the teacher group the students?
D. What materials could the teacher use (assuming a choice of any materials)?
E. What approaches could be used?
F. How could the teacher structure the literacy block?
G. How could the teacher deal with diversity in the classroom?
H. How could the teacher conduct on-going assessment?
Assignments/evaluations should indicate their relationship to student learning outcomes and, where appropriate, NYS learning standards and CEC standards.
The Term Project
Part A- The Case Study- will require that you select 1 student (grade 2nd – 5th) and focus on
this student for the duration of our class. You will be expected to collect background data, assess and interpret the child’s reading capability, determine a plan of remediation, implement it, and determine progress and next steps. (See attached).
Part B-The Application will consist of 3 sequential days of English Language Arts (ELA)
instruction using the Balanced Literacy approach and based on a theme (of your choice).
Lessons must include the 4 ELA components (Listening, Speaking, Reading, & Writing), be developed in conjunction with the NYS Learning Standards and relevant standards of NAEYC and CEC, and reflect grade and cognitive developmental concepts and materials of interest to children in grades 1st through 5th. Lessons should provide for differentiated instruction in order to demonstrate your plan to meet the needs of all learners in your classroom. Construction of the lessons should take prior knowledge, modeling, scaffolding, independent practice and mastery assessment into consideration. Structure of the lessons should include motivation, interest maintenance, productivity, special needs, and time management.
A list of materials, books, manipulatives, etc. should be included with each lesson. Be prepared to demonstrate 1 lesson in class; this will necessitate your bringing all the materials for that lesson with you to class on your designated day of presentation. An introductory page, either in narrative form or outline form, must be included. This page will explain the rationale for your lesson choices, give an overview of the lesson topic, strand, or theme, and indicate the Standards to be addressed. This is an essential part of the project.
Case Study Guidelines
Your case study portion of the term project requires that you select 1 student who is currently in 2nd, 3rd, 4th or 5th grade. It will be necessary to make contact with an elementary school in order to gather all the required information listed below. It is the graduate student’s responsibility to make such arrangements, assistance will be provided only in extenuating circumstances. It is expected that this project will take several weeks to complete and therefore should be started early enough in the term to provide sufficient time for submission within the last 2 sessions of class.
The diagnostic evaluation of your student should include all the following information. Please list the test name and scores in table form. Part I: Background Information and Part II: Testing Information should be written in narrative form but maintain the sub-headings (A,B,C, etc) so that each item in Part I and Part II are clearly separated and labeled. This can be done by bolding and underlining the sub-headings. Part III, Recommendations for Remediation, need only be a narrative discussion. The numbers following each section are the number of points out of 100 points each section is worth. We will be going over all the tests and their administration in class.
Student’s Name ______________________________________________
Grade _____ Birth date ___________ Age ______ Gender ________
Native Language __________________________ Child receives ESL service: yes__ no __
*ECLAS (or other) score _______ Interim Assessment scores (Nov, Jan) _________________
I. Background Information (10)
A. Family Background, Siblings
B. School History- School Reading Placement
C. Medical History
D. Previous Referrals and/ or Consultations
E. Social/ Emotional Development (relationship with peers, adults)
F. Initial Impressions (appearance/ behavior, speech, cognition, verbal ability, etc.)
G. Speech/ hearing/ cognition issues; Related Service (Speech, OT, PT, Guidance, etc)
II. Testing Information (40)
A. Attitude Toward Reading G. Oral Reading- Accuracy, Fluency, Cadence
B. Oral Vocabulary H. Listening Comprehension
C. Phonemic Awareness I. Reading Comprehension- Recall
D. Sound/ Symbol Correspondence J. Paraphrasing/ Retelling
E. Phonics, Decoding K. Writing- Handwriting
F. Spelling, Encoding L. Other significant data (NYS scores, etc.)
III. Recommendations for Remediation (40).
What specifically should be taught? What methods and materials should be used? At what level should instruction begin? What suggestions do you have for the classroom teacher, parents, tutor, etc? Should any additional testing be done? If so, what? Analyze ad synthesize the data you have collected. What conclusions did you come to in regard to the ELA instruction for this child?
IV. Quality of Presentation- (10) both written and oral.
Degree to which it demonstrates a professional and polished end product including proper use of APA format, grammar, syntax, and writing capability.
Method of Instruction
Face to face: Lectures, discussion, presentations by students, multimedia presentations, homework, term papers, individual projects, group projects, etc.
Use of Technology
Students will conduct Internet research, read and review scholarly journals and texts, visit the Touro Virtual Library and/or other reference sources, evaluate, reflect and produce scholarly written assignments using computer technology and the Internet. Students are expected to have access to a computer with internet and be familiar with a word processing program in order to complete assignments. All assignments are to be written on a level reflective of graduate level expectations.
All assignments are to be typewritten unless otherwise noted. They should be proofread for spelling, grammar, language usage and typing errors. All papers are to be written using proper APA formatting, citations, and references. Only papers written using Microsoft Office or Rich Text Format may be emailed to the instructor, no exceptions.
Assistance is available (in person or online) for students who need support in writing. Please contact the Touro Writing Center to make arrangements. Students will be referred to the writing center if their work does not appear to be reflective of graduate level performance.
Topics to be Addressed in this Course
Introduction/ What is Literacy? Theories & Thoughts
Fostering Emergent Early Literacy/Teaching Phonics
Building Vocabulary/Comprehension/ Aligning Content Areas/ Text Connections
Approaches to Teaching Reading
Differentiated Instruction in the Teaching of Reading & Writing
A Writer Writes/ Accountable Talk/ Conferencing- The Heart of the Matter
NYS Learning Standards & the Special Needs Student/ Breakdowns in Literacy Development
Literature-Based Reading Activities; Managing a Differentiated Literacy Program
Assessment Tools/ Determining Breakdowns in Literacy Development
Methods of Remediation/ CEC Standards
Use of Technology / Reading Circles/ Author Studies / Using Multiple Intelligences
Case Studies of Students with Reading Disabilities
University Statement on Needed Accommodations or Adaptations
If you are a qualified student with a disability seeking accommodations under the Americans with Disability Act or Section 504, The Rehabilitation Act, please see the course instructor at the earliest possible time for special arrangements, seating, and other accommodations necessary.
University Statement on Academic Honesty and Integrity
You are expected to behave with the highest level of academic integrity. Cheating and other forms of dishonesty will not be tolerated and will receive the proper disciplinary action from the college. Classroom behavior that interferes with the instructor’s ability to conduct the class or ability of students to benefit from the instruction will not be tolerated. All beepers and cellular phones should be turned off while class is in session. You are expected to come to class prepared (having done the assigned reading) and ready to participate in class discussion. Following these guidelines will enable you to maximize your time spent in class.
All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the State Education Department. For these purposes, samples of students’ work are made available to those professionals conducting the review. If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated.
Dr. Sharon J. Fier
Marking Rubric For Written Submissions Spring 2010
Each item is rated on a scale of 1 –4, the total is then multiplied by 4.
Writing mechanics is worth an additional 20 points; the total is 100 points.
___ ability to write a short, concise, informative paper applying theory to practice
___ ability to articulate theories of English Language Arts in relation to children at a specific stage or age group
___ ability to project outcomes and determine alternate procedure or action to better meet the needs of [a] given child/ children
___ ability to conceptualize and predict the needs and then develop creative solutions for non-typically developing children
___ ability to determine creative solutions to issues of differentiated instruction
____work is neat, complete, and submitted by due date (up to 10 points)
____ work is reflective of graduate writing including correct grammar &
APA format (up to 10 points)
96 – 100 = A 75 – 79 = C+
90 – 95 = A- 70 – 74 = C
85 – 89 = B+ 65 – 69 = D
80 – 84 = B below 65 = F
It is expected that the writer will be able to create a scholarly paper that reflects proper organization, cohesive theme, formatting, mechanics, and appropriate documentation consistent with performance on a Graduate level. Determination is at the sole discretion of the professor. Failure to meet this criteria will result in the following:
• referral to the Touro Writing Center for student assistance
• the submitted work being returned to the writer for revision
Final Score _____ Grade ______
Touro College School of Education and Psychology, Graduate Division
EdSE 667 Dr. Sharon Fier Spring 2010
Reading & Assignment Due Dates:
All assigned reading should be completed prior to attending each night’s class. It is expected that the student will be familiar with the content of the readings and be prepared to discuss the presented concepts and ideas in depth as well as offer a differing perspective (as appropriate).
Reutzel & Cooter, Jr. CRI Spiral
01/19 Chapter 1 & 2, briefly share a nonfiction article or story
(1 page in length)
01/26 Chapter 3, 4
02/02 Chapter 5 Become familiar with CRI
02/09 Chapter 6, 7, 8 1st paper due
Begin testing your student
02/23 Chapter 9
03/02 Chapter 10 Continue assessments
Continue using the CRI assessments
03/09 Chapter 11, 12 2nd paper due
03/16 Chapter 13 Begin writing of case study
03/23 Chapter 14
04/13 Chapter 15 5 suggestions for a Family Literacy event
Term Project presentations
04/20 Chapter 16
Term Project presentations, FINAL EXAM
* Please note: All assignments must be submitted promptly. No time extensions can be provided, but assignments may be submitted early. Work submitted late will be subject to a grade penalty unless prior arrangements have been made with the professor.
Butler, K.G. and E.R. Stillman (eds.) (2001). Speaking, reading, and writing in children with language learning disabilities: New paradigms in research and practice.
Calkins, L. (2000). The art of teaching reading. Portsmouth, NH: Heinemann.
Calkins, L., Hartman, A. & White, Z. (2005). One to one: The art of conferring with young writers.
Portsmouth, NH: Heinemann
Catts, H.W. and A.G. Kamhi (1998). Language and reading disabilities. Boston: Allyn & Bacon.
Clark, D.B. and J.K Uhry (1995). Dyslexia: Theory and practice of remedial instruction. Baltimore, MD: York Press.
Cooper, J.D. (2003). Literacy: Helping children construct meaning. (5th ed).
Boston: Houghton Mifflin
Cooper, J.D. & Kiger, N.D. (2001). Literacy assessment: Helping teachers plan instruction.
New York: Houghton Mifflin
Cox, C. and J. Zarillo (1993). Teaching reading with children’s literature. NY: Merrill.
Fountas, I.C. & Pinnell G.S. (1996) Guided reading: Good first teaching for all children.
Portsmouth, NH: Heinemann
Fountas, I.C. & Pinnell G.S. (2001) Guided readers and writers grades 3-6.
Portsmouth, NH: Heinemann
Fries, C. (1963). Linguistics and reading. New York: Holt, Rinehart & Winston.
Gillet, J.W.; Temple, C; Crawford, A. (2008). Understanding reading problems: Assessment and
Instruction (3rd ed.). Boston: Pearson Allyn and Bacon.
Gillingham, A. & Stillman, B.W. (1997). The gillingham manual: Remedial training for students
With specific disability in reading, spelling, and penmanship (8th ed). Cambridge, MA:
Educators Publishing Service, Inc.
Gunning, T.G. (2002). Assessing and correcting reading and writing difficulties.
Boston: Allyn & Bacon.
Hall, N.A. (1969). RESCUE: A handbook of remedial reading techniques for the classroom teacher.
Stevensville, MI: Educational Service, Inc.
Miller, W.H. (1997). Complete reading disabilities handbook. San Francisco: Jossey-Bass.
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. NY: Knopf.