Diagnostic Reading Procedures for Classroom Teachers
Dr. Pam Petty
NOTE: adaptations are made to align with the Dollar General Literacy Foundation Grant which makes this course possible.
|Instructor: Dr. Pam Petty
Office Phone: 270-745-2922
|Office: TPH 363
Campus Email: firstname.lastname@example.org
Instructor's Homepage: http://www.pampetty.com
Prerequisite: LTCY 519 (This does not apply UNLESS you are getting a Masters in Education, Literacy at WKU. If you are in our Masters program you must meet the prerequisite for this course.)
Course Description: Emphasizes practical methods of reading appraisal, diagnostic procedures, and materials essential for developing teaching strategies in reading instruction.
Course Rationale: LTCY 523 examines theory and practice related to literacy instruction, specifically the diagnosis of strengths and weaknesses associated with the reading and writing processes and the planning of instruction based on assessments. Emphasis on elementary, middle, secondary, or adult education areas is provided according to student interest. This course provides clinical experiences that will broaden your overall perspectives in the field of lifelong literacy learning.
Text(s): There are no texts for students to purchase for this course. All books and materials are provided through a grant from the Dollar General Literacy Foundation.
Optional Course Reading(s):
Cross, P. Adult learning. http://tip.psychology.org/cross.html.
Fielding, L.G., & Pearson, P.D. (1994). "Reading comprehension: What works." Educational Leadership, 51 (5), 62-68.
Inquiry Learning Forum. Indiana University: http://ilf.crlt.indiana.edu/.
Lewis, W. Whole language and adult education. http://www.indiana.edu/~eric_rec/www/digbib/digprint.cgi?filename=d125.txt .
Martinello, M. L. Pathways for inquiry. http://www.pathwaysforinquiry.com.
Miller, S. M. Vygotsky and education: The sociocultural genesis of dialogic thinking in classroom contexts for open-forum literature discussions. http://psych.hanover.edu/vygotsky/miller.html.
Reinking, D. (1994). Reading and writing with computers: Literacy research in a post-typographic world. Plenary Research Address presented at the National Reading Conference, San Diego, California, December 3, 1994.
Simpson, A. (1996). Critical questions: Whose questions? The Reading Teacher, 50 (2), 118-127.
Spencer, D. The Freirean approach to adult literacy education. http://www.cal.org/ncle/digests/FreireQA.htm.
Spiegel, D. L. (1992). Blending whole language and systematic direct instruction. The Reading Teacher, (46), 1.
Strickland, D. S. (1994). Reinventing our literacy programs: Books, basics, balance. The Reading Teacher, (48), 4.
Summary of essential practices. http://www.sasked.gov.sk.ca/docs/ela/e_literacy/summary.html.
VanDuzer, C. Reading and the adult English language learner. National Center for ESL Literacy Education: http://www.cal.org/ncle/digests/Read.htm
Wells, G. Dialogic inquiry in education: Building on the legacy of Vygotsky. http://www.oise.utoronto.ca/~gwells/NCTE.html.
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 Learner Interviews
Informal Reading Inventory
Graded Word Lists
Graded Oral Reading Passages
Graded Silent Reading Passages
Qualitative Spelling Inventory
Written Language Expression Checklist
Generative Themes: Report Writing Focusing on Word Recognition and Spelling
KERA Elements/Context Addresses
Goals and Valued Outcomes
Course Disposition Statement(s)
The teacher recognizes her/his professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.
The teacher is committed to the continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student.
The teacher is committed to using assessment to identify student strengths and promotes student growth rather than to deny students access to learning opportunities.
The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate student’s experiences, cultures, and community resources into instruction.
The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline.
Course Requirements and Evaluations
Professionalism, Participation, Collegiality, Connectedness (25 points)
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. You must complete all the clinical sessions with your assigned student(s) to successfully complete the course.
It is expected that you will read and reflect on required course readings. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners.
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 the student.
Course Assignments and Evaluations
Required Readings (60 points)
The course calendar outlines the readings
we need to do to build a foundation for the work we will do in this course.
We will try to discuss these readings in different ways so that you don't
get bored with one venue. This is not busy work - this is work so that
you can be busy learning the content of this course.
http://www.vark-learn.com/documents/different_not_dumb.pdf (10 points) - in-class tasks set for January 23, 2008 - bring article with you
Other required readings will be posted on course calendar and will correspond with course topics.
Review of the Literature (100 points)
Students will select a topic related to diagnostic reading procedures and prepare a Review of the Literature on that topic. Dr. Petty will APPROVE your selection of topics. Specifics will be shared in class.
|The Learner Leads the Way -
Graduate students in LTCY 523 come from many different backgrounds and work with literacy learners at many levels in diverse settings. Taking those dynamics into consideration, this course is natured so as to allow learners to custom design a diagnostic and instructional strategic plan centered around self-identified issues specific to a population of literacy learners.
Each graduate student in LTCY 523 will work to develop a Strategic Diagnostic Plan for a group of literacy learners. The Strategic Diagnostic Plan will address each of the course objectives as listed below and will be specific to different populations of learners:
Step 1: Each LTCY 523 student will use the following framework to write a PROPOSAL for the Strategic Diagnostic Plan that they would like to develop:
Step 2: Submit your Proposal to Dr. Petty by the date indicated on the course calendar. Dr. Petty will score the Proposal, resubmit to you if adaptations need to be made, and then assist you in developing a workable plan. We will use this website to post questions, ask for clarifications, and share ideas - I urge you to "rob" ideas from others as they fit your needs:
Step 3: Once your Proposal is approved you need to develop a Schedule of Implementation that outlines what you will do, when you will do it, and when you will submit benchmark materials to Dr. Petty. You will be provided with a template for your schedule.
Step 4: You work your plan, submit materials as they are due, and participate in synchronous and asynchronous discussions related to your plan, your progress, and objectives of this course. Points for each course component will be assigned and jointly agreed upon between instructor and student (as students will be performing similar but unique tasks for this course).
Within the Strategic Diagnostic Plan you propose and execute, you need to accomplish the following tasks:
Learner Dimensions Case Study (critical performance includes tasks 1 and 2 - click here for rubric)
Students will develop a Learner Dimensions Case Study report on one or more learners depending on the learning situation (one-on-one, group, topical, etc.). The Learner Dimensions Case Study report will include the following:
1) Demographic information on learner(s) including any observed or measured information that provides insight into this person as a literacy learner.
2) Summary of Learn the Learner dimensions as listed below. Use each dot point as a heading and subheading for the information you include.
3) Summary of Informal Assessments, Data Collection and Synthesis. Use each dot point as a heading and subheading for the information you include.
4) Findings and implications. This narrative should allow you to synthesize task 1 and 2 and then make recommendations for learner success based on that synthesis. Recommendations should be very specific and align with each finding.
EVERYONE has to incorporate Tasks 1 and 2 into his/her Strategic Diagnostic Plan - although you can SELECT the most meaningful components to include in your Plan (your selections need to be linked to your identified problem and proposed action).
These are ideas, choices, or components that you may customize to fit your identified problem and proposed action. You can add to this list or delete from this list as long as you "hit" the main ideas of each task heading. In other words, you do need to include how you are going to take the assessment data and develop goals/objectives for each learner; an instructional plan of some sort; measure progress to be able to provide a final report on each learner.
Task 3: Focused Instruction: Goals and Objectives (64 points)
Task 4: Development of Instructional Plan (64 points)
Task 5: Post Assessments (64 points)
Evaluation and Grade Assignment
Assessment will include written assignments, 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 523 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
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.
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.
In PLAIN ENGLISH: Do not (NOT) turn in work to us that you copied from someone else, that belongs to someone else, or that you did not personally write every word of yourself. No plagiarism or cheating will be tolerated.
information about plagiarism: what it is and how to recognize it and avoid
The Fine Print: The following statements should be noted carefully.
1. ALL ASSIGNMENTS WILL BE GRADED FOR CONTENT AND MECHANICS.
2. Please keep a copy of all assignments handed in. In the highly unlikely event that an assignment is lost, you will need to provide another copy in a timely manner.
3. My expectations are high, but my goal is for you to be successful and to leave this university with the skills you need to be the best reading teacher possible.
The previously-stated policy on late work applies even in circumstances when the student is given an incomplete ("X") for failure to upload an assignment to the Electronic Portfolio System. Students requesting an incomplete for another reason must contact the instructor to ask for an incomplete, which may or may not be granted, depending on the instructor's judgment regarding the circumstances of the student's request. According to the catalog on Undergraduate Catalog p.28/Graduate Catalog, p.13, “A grade of ‘X’ (incomplete) is given only when a relatively small amount of work is not completed because of illness or other reason satisfactory to the instructor. “An ‘X’ received by a student will automatically become an “F” unless removed within twelve (12) weeks of the next full term (summer excluded). The grade of ‘X’ will continue to appear as the initial grade on the student’s transcript, along with the revised grade.
"Students with disabilities who require accommodations (academic adjustments 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."
Adult Literacy Resources:
Kentucky Department of Adult Education and Literacy
National Institute for Literacy
Adult Literacy Action
The Adult Literacy and Technology Network
National Center for the Study of Adult Learning and Literacy
National Assessments of Adult Literacy
U.S. Department of Education
Office of Vocational and Adult Education (OVAE) Homepage
Literacy Volunteers of America
National Center on Adult Literacy
National Center for Family Literacy
The Adult Literacy Resource Institute
The Language Experience Approach for Adult Learners
KYVAE - Resources for Adult Education Community
Dewey, J. (1916 or 1966). Democracy and education: An introduction to the philosophy of education. NY: Macmillan.
Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.
Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.
Powell, R. (1999). Literacy as a moral
imperative: Facing the challenges of a pluralistic society. Maryland:
Roe, B.D., Stoodt, B.D., & Burns, P.C.
(1998). Secondary school literacy instruction: The content areas.
Houghton Mifflin Company.
Vacca, R.T., & Vacca, J.A.L. (1998).
Content area reading: Literacy and learning across the curriculum. New
Harper Collins College Publishers.
Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York, NY: Teacher’s College Press.
Atwell, N. (987). In the middle: Writing, reading, and learning with adolescents. Montclair, NJ: Boynton/Cook.
Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
Clay, M.M. (1979). The early detection of reading difficulties. Portsmouth, NH: Heinemann.
Cunningham, P.M. (1991). Phonics they use: Words for reading and writing. NY: Harper-Collins.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. NY: New Press.
Henderson, E. (1990). Teaching spelling (2nd Ed.). Boston: Houghton-Mifflin.
Kobrin, B. (1988). Eyeopeners! NY: Penguin Books.
McMahon, S.I., & Raphael, T.E. (1997).
The book club connection: Literacy learning and classroom talk. NY:
Teacher’s College Press.
Routman, R. (1991). Invitations: Changing as teachers and learners. Portsmouth, NH: Heinemann.
Elementary School Journal Reading Research Quarterly
Language Arts The Journal for Adolescent & Adult Literacy
Reading Improvement The Journal for Literacy Research
Reading Psychology The Reading Teacher
Reading Research & Instruction Reading Horizons
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 Clearinghouse on Reading English & Communication http://www.indiana.edu/~eric_rec/index.html
Booklist (reviews) http://www.ala.org/booklist/
Pam Petty's Educational Website http://www.pampetty.com
Sites of Interest to LTCY 420 Students: http://www.pampetty.com/420links.htm
Summary of Essential Practices: http://www.sasked.gov.sk.ca/docs/ela/e_literacy/summary.html#chart1
Education World ® - Curriculum Reading Aloud -- Are Students Ever Too Old
Literacy Teaching Ideas
IPL Kidspace Story Hour
Literacy - Online Literacy Resources
Literary Calendar Reference Portal
NNCC Better Kid Care Reading Aloud
Reading and Books
Phonics - Spelling Reading - Reading Spelling - Writing Speaking
Reading and Language Arts Resources on the Internet
Reading Comprehension - Muskingum College
Ride the Reading Roller Coaster
APA Citation Machine - http://landmark-project.com/citation_machine/cm_book.php3 (only as good as what you enter ... remember: don't enter FULL first names - initials only)
Good Teaching: The Top Ten Requirements
Principles of Composition
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.annarbor.lib.mi.us/kidspg/kidspg2.html