<p> Department of Early Childhood, Elementary, and Middle Level Education Eastern Illinois University ELE 5600: Diagnosis of Reading Problems Summer 2008, TWH 12:00-2:30 PM Buzzard 1302, less online classes </p><p>Dr. Lucia Schroeder Office Hours: TWH: 10:30-12; 2:30-3:00 PM Office Phone: (217) 581-7900; Home: 348-3313 and by appointment or Email Office: 1324 Buzzard Hall E mail: [email protected]</p><p>Education Unit Theme Educator as creator of effective educational environments: Diverse students, diverse strategies, diverse technology, diverse societies, diverse subjects.</p><p>EC/EL/ML Education Department Graduate Level Mission Statement The Department is committed to enhancing the graduate academic experience in order to create educators who can function effectively in a culturally diverse, technologically advanced and global environment in order to engage students in learning at all levels. [Portion pertaining to this course]</p><p>Catalog Description A study of the types and causes of reading difficulty; approaches to diagnosis for teachers, clinicians, and supervisors</p><p>Course Prerequisite Eight semester hours in education and psychology including ELE 3280 or 3281, 4880, or equivalent or permission of department chairperson</p><p>Course Rationale A major goal of the course is to provide teachers with necessary skills and competencies in order to perform appropriate diagnosis of reading abilities and assessment to guide appropriate teaching. Selection, administration, interpretation and communication of various assessment methods and tests are emphasized. It fulfills an Illinois State Board of Education requirement for the reading teacher endorsement and the EC/ELE/MLE Master’s Degree in Elementary Education—Reading Emphasis</p><p>Texts & Resources: * Required *Barrentine, S.J. & Stokes, S.M. (2005). Reading Assessment: Principles and Practices for Elementary Teachers (2nd ed.). Newark, DE: International Reading Association [IRA] *Leslie, L. & Caldwell, J. (2006). Qualitative Reading Inventory-4. Pearson *Current Professional Journals, especially in Reading/Language Arts, Psychology & Special Education *Standardized Tests for Individual and Group Assessment Helpful: Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy. Buhl, Doug (2001). Classroom strategies for interactive learning, 2nd Edition. IRA Marzano, R. J., Pickering, D.J. & Pollock, J.E. (2001) Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD "Informal Reading Inventories" i.e., BRI by Jerry Johns, IRI by Roe & Burns, or DRA II Internet Sources for assessment and recording of assessment data www.whatworksclearinghouse.com www.readwritethink.com www.dibels.com ; www.readingrenaissance.com and other commercial testing sites</p><p>Learning Model: Social Systems (Ecological).This model emphasizes people working together in learning communities by defining problems, exploring perspectives and studying together to master information, share ideas and develop skills. Plagiarism is NOT acceptable. Give credit where due. </p><p>Items in this syllabus may be adjusted by the professor in order to enhance the class Student Learning Requirements for College of Education Graduate Programs Upon completion of an EIU graduate program candidates in the Master of Science in Education degree will: 1. have a depth of content knowledge, effective technology skills and ethical behavior 2. think critically and solve problems 3. have excellent oral and written communication skills 4. advance scholarship in their field through research and/or creative activity 5. recognize individual differences and work with diverse clienteles 6. collaborate and create positive relations within school, community, and their profession </p><p>Performance Objectives /Course Outcomes At the conclusion of the course, students will be able to:  Identify and discuss current trends and issues in reading assessment including use of technology in assessment administration and reporting  Evaluate assessments of various types for validity, reliability, and suitability  Analyze the role of multicultural factors that influence reading achievement  Identify factors which relate to reading challenges and success, and the treatment of these in testing  Select appropriate assessment tools to predict, survey, benchmark, and assess mastery of reading  Administer, score, and interpret a variety of informal and formal diagnostic reading instruments. For each, identify skills need so assessments are valid and not skewed by invalid factors  Use accurate terminology to select and report test results  Use technology to research, share and present information and to assess current online assessments and reporting options Assignments integrate the above concepts, but especially apply as follows: Course Requirements CEPS Core Assignments Assessments Standards Weighting Identify current trends/issues 1, 2, 3, Present 3 brief written and/or oral reports on 60 pts 4, 6 assessment from current journal articles Computer Project 20 pts</p><p>Analyze multicultural roles in 2, 4, 5, 6 Analyze and report on a culture exemplified in 20 pts assessment a children’s book and predict how that would affect assessment of that student Comprehend concepts of 1, 2, 4, Applied in choice of appropriate assessments, validity, reliability, & 5, 6 especially tests [as in use of writing to assess suitability reading ability ]; and in exams Identify factors which relate to 1, 2, 3, Readings from Texts 25 pts reading challenges and success, 4, 5 Study of tests and inventories including reading of tests Administration and reporting of testing examples; Matrix & Exams [see below] Select, administer, score and 1, 2, 3, Study, practice, administer, score, &/or report interpret informal assessments 4, 5, on assessments for 20 pts and standardized reading tests Predicting success: ISEL, Peabody, DIBELS each Survey: Gates-MacGinitie, GrAde or Determine assessments for use Stanford 100 total to predict, survey, benchmark Benchmarks: ISATS, Informal inventories, and assess for mastery. GORT and others Mastery: See survey and benchmark for Use accurate terminology to certain skills; Woodcock Test of Reading select and report test results Mastery; Synthesis of all items included 1, 2, 3, Mid-term and Final exam [application] 75 pts in course 4, 5, 6 Matrix of Assessments 25 pts Class Journal and Participation 25 pts Grades: 93-100 % = A, 84-92% B, < 83= C or do over Total = 350 points Weekly Topics and Schedule will be discussed during first class session and may involve some classes done online depending on choice of students. </p>