Preliminary Syllabus for

Prerequisite:  LTCY 519 (This does not apply for the special section of this course spring, 2004.)

Course Description: The nature and causes of reading disabilities, and investigation of general and specific principles and approaches to diagnosis.  Actual case studies using both group and individual tests in diagnosis.

Course Rationale: This course is designed to present clinicians with an introduction to the field of diagnostic assessment intervention and research while simultaneously extending their knowledge of the literacy process so that their skills are sufficient to make decisions about appropriate tools and strategies for clinical assessment and instruction.  To achieve these goals, clinicians will be encouraged to be reflective of current practices and to adapt and/or modify existing tools and methodologies to provide a good instructional match for each learner.  Finally, this course will reflect the belief that the most important factor in effective assessment and instruction of literacy is the knowledge base and its application usage by the teacher.  Therefore, clinicians will focus on the the design and implementation of reading/literacy on-going assessment as needed for adults who have been identified as experiencing difficulty with reading and/or literacy skills.

Since this course is based on an interactive view of ability and disability, it offers an alternative to the deficit view that continues to predominate in the books and research in reading and writing disability.  Deficit models suggest that the cause of reading or writing difficulties lies entirely within the reader.  Instructional programs based on a deficit model focus primarily on what Sarason and Doris (1979) call the "search for pathology" within the reader.  In contrast, an interactive view suggest that reading or writing disability is a relative concept, not a static state, and that the problem often lies in the match between the learner and the condition of the learning situation.  A focus on the process of evaluating the existing match and identifying an optimal match between the learner and the instructional context will be used throughout this course.

Text(s): There are no texts for students to purchase for this course. 

 
  Core Objectives (Core Assessment):
A. Assessment

1. Ability to administer, score, and interpret both norm-referenced and  curriculum-based measures to assess reading achievement (Assessment and Reports)
2. Interest and Motivation
   a.  ability to use interest inventories to assess and plan developmentally appropriate student learning in reading
   b.  understanding of effect of motivation on assessment (Assessment and Reports)
3. Hearing and Visual Acuity
   a.  accurate use of Vision Screening Instruments (Assessment and Reports)
4. Adaptive Behaviors
   a.  Knowledge of assessment for students' independent functioning and social responsibility (Exams and Reports)
5. Receptive & Expressive  Language
   a.  ability to assess expressive and receptive language in reading and writing activities (Assessment and Reports)
6. Attention Deficit Disorders
   a.  knowledge of assessment for attention deficit/hyperactivity disorders (Assessment and Reports)
7. Phonological Awareness
   a.  ability to assess various levels of phonemic awareness (Assessment and Reports)

B. Planning
    1.  Individual Reading Programs (IRP)
         a.  knowledge of assessment tools for developing Individual Reading Plans (Reports, Exams)
    2.  Short-term Objectives
         a.  ability to define short-term objectives based on individual assessment (Assessment and Reports)

C. Implementation
    1.  Adult Interviews
         a.  ability to conduct interviews with adult learners in conjunction with assessments (Observation, checklists, conference plan)

D. Evaluation
    1.  Progress in deficit areas
         a.  understanding of evaluation as an on-going process, not a one-time activity
         b.  ability to use interviews, observational and informal assessment procedures to plan and monitor appropriate student learning in literacy (Assessment and Reports)
    2.  Instructional Programs
         a.  ability to evaluate instructional programs as needed for diagnostic decision making (Assessment and Reports)
   3.  Materials, Media, and Equipment
        a.  understanding of characteristics, strengths, and weaknesses of various assessment instruments (Assessment and Reports)
   4.  Applications to Real-life Situations
        a.  ability to apply principles of test construction and evaluation to development, selection, and use of instruments for assessment purposes
        b.  ability to cooperate with appropriate allied professionals in assessing and planning for students with severe reading deficiencies
        c.  ability to follow appropriate procedures for referring severely disabled students to agencies and professionals for in-depth assessment as appropriate (Assessment and Reports)

E. Language-Related Topics
    1.  Linguistics and Linguistic Variations
         a.  understanding that language is a symbolic system representing concepts and feelings
         b.  understanding of the relationship of graphophonemic, morphemic, syntactic, and semantic systems of language to the reading process
         c.  respect of linguistic/dialectal variations in culture (Assessment and Reports)
    2.  Cognitive Bases for Learning
         a.  understanding the role of prior knowledge/experience in learning new information
         b.  understanding the modes of thought (e.g., analytical thinking, critical thinking, and divergent thinking) operative in the   reading process (Assessment and Reports)

F. Human Behaviors
    1.  Cognition
         a.  understanding the role of prior knowledge/experience in learning new information
         b.  understanding the role of metacognition in reading and learning
         c.  understanding the modes of thought (e.g., analytical thinking, critical thinking, and divergent thinking) operative in the reading process (Assessment and Reports)
    2.  Individualized Testing
         a.  selection and administration of appropriate tools for individualized considerations (Assessment and Reports)
    3.  Multiple Causes of Reading/Learning Difficulties
         a.  ability to identify patterns of behavior which might indicate physical, social, emotional, or intellectual impediments of progress toward reading maturity (Assessment and Reports)
    4.  Attention Deficit Disorders
         a.  ability to identify patterns of behavior which might indicate physical, social, emotional, or intellectual impediments of progress towards reading maturity (Assessment and Reports)
    5.  Intent/Motivation
         a.  ability to use interest inventories to assess and plan developmentally appropriate student learning in reading
         b.  understanding of effect of motivation on assessment (Assessment and Reports)

G. Curriculum
     1.  Diagnostic Teaching
          a.  use of sample lessons to determine ability to utilize various reading strategies (e.g., story mapping, QAR's, context clues) (Assessment and Reports)
 

TOPICS
Connecting to your own Literacy Development
Factors Impacting Literacy Acquisition
    Focusing on Fluency
    Focusing on the Reading and Writing Connection
    Focusing on Vocabulary Instruction and Techniques
    Focusing on Comprehension, Composing and Studying
    Professional Roles and Responsibilities
    Developing the Case Summary Report
    Focusing on Issues of Diversity in the Instructional Setting 
Steps in Conducting a Reading Diagnosis
Personal History and Background Information
Adult Learner Consent Forms
Adult Educator Forms
Adult Learner Interviews
Informal Reading Inventory
Graded Word Lists
Graded Oral Reading Passages
Graded Silent Reading Passages
Listening Passage
Literacy Concepts
Qualitative Spelling Inventory
Writing Sample
Cloze Procedure
Written Language Expression Checklist
Vision Screening
Auditory Discrimination Test
Sentence Completion Inventory
Generative Themes:  Report Writing Focusing on Word Recognition and Spelling

Professionalism, Attendance, Participation, Collegiality (25 points)

Regular attendance and participation in class are mandatory! This also includes punctuality, participation, collegiality, effort, etc. If you miss a class you are responsible for the work missed. Two unexcused tardies (arriving late or leaving early) in class amount to one absence from class.   Students can earn up to 25 points for participation in class activities linked to specific course readings and content.  These points cannot be earned outside of class or made up in the event that the student is absent from class (even if the absence is excused).  Students must be prepared for class by completing course readings and assignments in order to meaningfully engage in class activities and earn designated points.

If the graduate student or their clinic student must be absent from a session for any reason, that session must be made up at a time that is convenient for both the graduate student and the clinic student.  When making up a session, it is wise to do it as soon as possible rather than attempting to make it up at the end of the semester.  As you may notice, by the end of the semester, it is certain that you will be busy with a number of assignments.  Report all rescheduled clinical sessions to the instructor verbally and in writing.  You must complete all the clinical sessions with your assigned student(s) to successfully complete the course.

Required Readings

It is expected that you will read and reflect on required course readings prior to each specific class session. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners. 

Assignments
It is expected that ALL assignments will be submitted on their due dates. Late assignments will be penalized 20% of their possible point value if submitted within two consecutive days of their due date. Further penalties will be assessed for assignments turned in beyond that point. During the semester a date will be announced in class stating the last day in which late work can be submitted for a grade in the course. This policy is instituted primarily to prevent students from becoming overloaded at the end of the semester.

Keep a copy of all assignments. If an assignment is lost, the burden of proof that you completed the assignment
rests with you.

Evaluation and Grade Assignment

Assessment will include written assignments, cognitive tests, performance events, as well as the ability to implement appropriate literacy assessment and analyze data to provide a diagnosis for the implementation of appropriate literacy intervention and instruction.

Final grade LTCY 520 will be based on a 550 point scale:

Grade            Percentage               Points

A                93-100%                     512 - 550

B                 85-92%                     468 - 511

C                 77-84%                     424 - 467

D                 70-76%                     385 - 423

F                 69% or below             384 or below
 
 
NOTE:  All assignments will be graded for content and mechanics. All Clinic Reports and course assignments must be typed and meet the criteria given.  Work that does not meet the criteria will not be accepted.

Performance Assessment Portfolio
 Rationale:  In order for the university graduate student to develop a performance based understanding of the possible cause and correlations of literacy difficulties; increase their ability to understand the issues relating to the diagnosis of less developed readers and the difficulties that these kinds of readers may encounter; reflectively diagnose the literacy needs of students based on their strengths and challenges, and demonstrate the ability to effectively plan an instructional program based on the needs perceived in the diagnosis, students will develop and maintain a performance assessment portfolio.  The portfolio folder, due when students turn in the first assignment, should contain tabbed sections for the following assignments:

    (1)  Task One:  Literacy Autobiography (100 points)

    (2) Annotated bibliography of reading materials appropriate for Adult Learners (65 points total)

    (3) Case Study (100 points total)

    (4) Daily Agenda/Lesson Plans/On-going Assessment and Reflective Journal (approximately 7 sessions @ 30 points per lesson; 210 points total)  Clinicians will develop a weekly agenda and lesson plan for each clinic session.  Intervention strategies, literacy instruction and using generative themes are demonstrated within the context of these lesson plans. See breakdown of scoring below: 

• Daily Agenda = 5 points x 7 = 35
• Daily Lesson Plans = 10 points x 7 = 70
• On-going Assessment and Reflective Journal = 15 points x 7 = 105

    (5)  In-Class Interactive Demonstrations (2 activities @ 25 points each = 50 points)

NOTE:  The Performance Assessment Portfolio must include all assignments, articles, and other readings.  The portfolio must be presented to the instructor and verification on completeness must occur before a final grade for this course can be issued.  The Performance Assessment Portfolio is designed to serve as a valuable resource for the Adult Educator in his/her function as an Adult Literacy professional educator. 

Detailed Explanation of Assignments

1.  Literacy Autobiography (100 points)

Writing a Literacy Autobiography challenges you to connect with your early literacy experiences, your experiences with learning with and through text in school, and to try and put into words your present literacy habits based on those early experiences.  In other words, how does your personal literacy "history" affect you as a literacy teacher?  So much of what we bring to the table with adult learners is our own model of literacy.  This task will provide you with a concrete example of your own writing, a prompt for literacy conversations with adult learners, and a baseline from which you can set your own personal literacy goals. 

There is a quote from one of my favorite books that I like ... it goes something like, "If you don't know where you have been, how will you know where you are going?"  That quote comes to mind which I think about how we as educators have to retrace our literacy heritage in order to meet our students where they are and go forward with them.  Every experience you have had with reading and writing influences your attitude toward those skills, colors your attitudes, and in part, determines how effective you will be in helping your students become the best readers and writers (listeners, speakers, viewers, and users of technology) that they can be. 

So, let's go back in time a bit and see if we can connect to the child that was "us" when we first dabbled with reading and writing.  This trip might involve talking to relatives, past teachers, friends, etc., who remember you and your experiences at that time in your life.  You may have favorite books that you cherish (tell us about them) ... writings from your childhood (let us see them) ... photos of you on the lap of a favorite grandparent or aunt/uncle as you read a book together (we want to see those too) ... all these "artifacts" are pieces of YOUR literacy puzzle. 
This is your own personal journey.  It will be as meaningful as you make it.  Click HERE to begin your journey into your own literacy history. 

2.  Annotated Bibliography (80 points)

Based on Reading Aloud and Beyond (Serifine & Giorgis, 2003) develop an annotated bibliography of at least 20 picture books, 5 chapter books, and 2 poetry books (collections or single poem) that are appropriate interest levels for adult literacy learners.  Our text gives many good examples of quality literature appropriate for read alouds for adults.  Your focus is on books that you would use for reading aloud to adult learners - these may be books that they would or would not be able to read independently.  Pleasure, cleverness and appropriateness of interest to adults are key factors to developing an exemplary bibliography.  To annotate the literature, please include the following in this format:

Author last name, author first (and possibly middle) initial.  (year of publication). Title of book (in italics).  Place of publication:  Publishing Company.           Example follows:

Petty, P.  (2003).  How to annotate using APA.  Bowing Green:  WKU Publishing. 
(Here is a webpage developed by a LTCY 420 student that shows a bibliography:  http://www.wku.edu/~kristy.mattingly/bib.htm.) 

Follow each bibliographic entry with an annotation that includes a minimum of:

• 1 sentence that tells what the book is about
• 1 sentence that tells why you think this would be a good piece of literature for adults
• 1 sentence that tells how you would link this book to current instruction or discussions with your students

You should provide a copy of your bibliography for EACH person in our class so that everyone will leave with dozens of book recommendations and ideas for how those books would be used with adult learners. 

3.  Case Summary Report - (100 points)

Clinicians will diagnose the reading development of a client and develop a case report based on data collected and synthesized for a coherent perspective of the client in literacy; and develop objectives for intervention to be used next semester.  The case report will be double-spaced using 12 font type in a formal and professional style which will include observations of the client's strengths and challenges in literacy. Further information will be provided by the professor.

Possible components for evaluation of this case report may include but are not limited to appropriate use of these assessments and their interpretations from informal and formal measures of attitudes, aptitudes, fluency and reading comprehension.

1.        Literacy Interest Inventory
2.        Running Records
3.        Reading Miscue Inventory (RMI)
4.        Informal Reading Inventory (i.e., Graded Word Lists, Oral Reading Passages, Silent Reading Passages, Listening
           Passages and Comprehension Questions) (IRI)
5.        Reading Comprehension Interviews
6.        Story Retellings
7.        Reading Activity Observations/Anecdotal Records
8.      Writing samples
9.      Diagnostic tests
10.      Language arts & related area tests
11.      Qualitative Spelling Inventory (QSI)
12.      Continuous methods of assessment with structured interviews
13.      Informal interviews with adult learners

http://www.indiana.edu/~l504/2learn.html - Example Case Study Report

(4) Daily Agenda/Lesson Plans/On-going Assessment (210 points)

The Daily Agenda will be entered into a journal and will include:

Date
Client's name
Time-framed plan for each session with the client

The Lesson Plans will be entered into the journal on the page following each day's Agenda and will include:

Intervention Lesson Plan

The On-Going Assessments will be entered into a journal following each day's lesson plan:

These entries will present:
        (1)    a brief outline of the type of assessments to be used;
        (2)    purposes or rationales and hypotheses being developed about the strengths and challenges of the client
        (3)   outcomes or results of assessments (interpreted data collected through the assessment)

Following each assessment session, clinicians will record their observations and reflections in their journal of assessment activities.  In recording these observations, clinicians should designate patterns they may see in the collected data and compile interpretations to develop diagnostic hypotheses.  The key factor in this section is to seek to identify what the client can do and what the client needs for further literacy development.  It will also be important to note the effect of reader, context and text factors on the client's performance.  When planning assessment sessions, clinicians should be sure to consider all previous observations and use the activities in the upcoming session to examine new concerns or re-examine areas of conflicting information.

The Journal of Assessment Activity should be easily accessible for the professor during the observational visitations.  Journals will be reviewed and assessed on a rotating basis.  Comments by the professor will be written into this assessment activity journal.  These comments will be based on regularly conducted visitations to provide feedback for making appropriate diagnostic decisions.  Clinicians will use these comments in their professional development as reflective tools in making decisions and changing inappropriate behavior or techniques.  Failure to heed comments will result in a deduction of points for this assignment, but most importantly, such actions may hinder the success of student services in the WKU Literacy Center Clinic.

The journal will contain reflective entries for each session with your client and will be kept in a cumulative notebook.  Each time the journal is reviewed by the professor the ENTIRE (cumulative) notebook is to be submitted.  Failure to follow this requirement will result in a significant loss of points.  It is expected that future intervention will demonstrate that the professional reflection has a positive impact upon the present and future instructional intervention practices and journal writings.

Student clinicians are required to maintain professionalism and confidentiality in dealing with the instructional intervention process and/or any reporting procedures.  Do not discuss the particulars of the intervention with public school personnel or anyone who is not directly affiliated with the Western Kentucky University Literacy Intervention Clinic.  If there are any questions regarding the appropriate means for conducting these services, please consult the professor.
 

(5)  In-Class Interactive Demonstrations (2 activities @ 30 points each = 60 points)

• Each student will perform one read aloud of a quality piece of literature of appropriate interest level for adults. 
• Each student will lead a discussion on a "hot topic" related to adult literacy. 

There will be no formal midterm or final examination for this course.

Plagiarism Policy:
To represent ideas or interpretations taken from another source as one's own is plagiarism.  Plagiarism is a serious offense.  The
academic work of students must be their own.  Students must give the author(s) credit for any source material used.  To lift
content directly from a source without giving credit is a flagrant act.  To present a borrowed passage after having changed a
few words, even if the source is cited, is also plagiarism.  For more information see:  http://www.indiana.edu/~wts/wts/plagiarism.html
 

Disability Accommodations Statement:
"Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course
must contact the Office for Student Disability Services, Room 445, Potter Hall.  The OFSDS telephone number is (270)
745-5004 V/TDD.  Please DO NOT request accommodations directly from the professor or instructor without a letter of
accommodation from the Office for Student Disability Services.

Website Address: (for your resource file)

Teacher-oriented sites:

Kentucky Department of Education: http://www.kde.state.ky.us

International Reading Association: http://www.reading.org

Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown

ERIC Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html

Booklist (reviews): http://www.ala.org/booklist/

Child-oriented sites:

Kids on the Web: http://www.zen.org/~brendan/kids.html

Jan Brett’s Home Page: http://www.janbrett.com

Ann Arbor District Library Kid’s page: http://www.anarbor.lib.mi.us/kidspg/kidspgw.html

K-12 English: http://www.ceismc.gatech.edu/BusyT/eng.html

English literature and composition resources on the Internet: http://www.iat.unc.edu/guides/irg-30.html

Supplementary Resources:

Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.

Allington, R.L. (2002).  Big brother and the national reading curriculum.  Portsmouth, NH; Heinemann.

Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. New Jersey: Boynton/Cook.

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004).  Words their way: Word study for phonics, vocabulary, and spelling                 instruction.  Columbus, OH:  Merrill Prentice Hall.

Delpit, L. (1994). Other people’s children: Cultural conflict in the classroom. NY: New Press.

Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.

Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. CA: Jossey-Bass Publishers.

McKenna, M.C., & Stahl, S.A (2003).  Assessment for Reading Instruction.  New York, NY:  Guilford Publications, Inc.

Oakes, J. (1985). Keeping track: How schools structure inequality. NY: Yale University Press.

Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman and Littlefield.

Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998). Secondary school literacy instruction: The content areas. Boston: Houghton Mifflin Company.

Santa, C.M., & Alvermann, D.E. (1991). Science learning: Processes and applications. Delaware: International Reading Association.

Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy and learning across the curriculum. New York: Harper Collins College Publishers.

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