Foundations of Reading: Diagnosis and Remediation

Master of Science in Education

EDU 553

Breyer State University
Instructor: Catherine Moran, B.S., MS.Ed., PhD

SYLLABUS

COURSE OVERVIEW: Welcome to Foundations of Reading:  Diagnosis and Remediation, a Master’s Level course in the curriculum for the Degree, Master of Science in Education. I am pleased to instruct you in this course.

This is an upper level course that prepares you to work in the field of Special Education.  In this course you will learn how to use a wide variety of teaching methods, materials and strategies to help children learn to read.  You will also learn how to monitor and document student’s progress, strengths, and needs; diagnose difficulties in reading and related areas; implement corrective instruction when appropriate and prevent problems with literacy from developing. 

I know you will enjoy this course. Please learn as much as you can as you progress through it, as it does lay down a solid foundation for the rest of the curriculum. It is my pleasure to have you in the course.

TIME FRAME: This is a 4 semester hour course. This course is allotted 15 weeks of time. You must complete all of the requirements for the course successfully by the end of the 15 week period. The first day of week one will begin the day that you register for the course, or the day which you notify me that your textbook has arrived and you are ready to begin your studies. Please be cognizant of the time frame. Extensions of time are permitted if needed with my and/or departmental approval. Upon successful completion of this course, you will be awarded 4 semester hours of credit.

TEXTBOOKS: There are (2) required textbooks for this course.

Book 1: “Understanding Reading Problems: Assessment and Instruction”, by Jean Wallace Gillet, Charles Temple, Alan N. Crawford.  Pearson Publishers.  ISBN:  0-205-38642-3.

Book 2:  “What Really Matters for Struggling Readers”, by Richard L. Allington.  Longman Publishers.  ISBN: 0-321-06396-1.

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EXAMINATIONS: There are two examinations for this course, a mid-term exam that must be taken by the end of the 7th week in the course and a final exam that must be taken at the end of the 15th week in the course. Both tests cover material in the “Understanding Reading Problems: Assessment and Instruction”.    The exam is programmed and is located in the classroom for this course. The examination is "open book" objective type. You will have one (1) day to complete your exam, once you access it from the classroom. To access the exam, you must send me an email and request to have access to the exam. Upon registration, you will receive my email address. I will then program your access in. You will receive an email back from me telling you that you are now authorized to go ahead and to access your exam. To access, you will come into the classroom, click on testing, and click on the exam you are taking. You will need your User ID and PASS WORD to access the exam. The exam will appear on your screen. Once you access the exam, you have twenty-four hours to submit your answers. The program provides me the exact date and time that you accessed the exam. The program also notifies me of the exact date and time that you submitted your answers. Thus, the program is timing you. When you are ready, go back into the classroom and click in your responses and then click submit. Shortly, you will receive the exam in your email box with your computed score. You will also know what questions, if any, that you missed, and what the correct answer is. I also receive a copy of your exam and your score.

GRADING: The grading scale for this course is as follows:

90-100%    = A
80-89%      = B
70-79%      = C
Below 70% = Fail

COMMUNICATION: You are encouraged to communicate with me. I am available as a teacher, coach, and mentor to assist you in meeting your goals for this course. Primarily, communication is through email. However, I am also available for conversation by telephone if you would like. Our classroom for this course has a "chat" room. I am also very willing to meet with you one-on-one in the chat room at your request. From time to time, depending on how many students are enrolled in this course at a particular time, we will have some scheduled group chats. You will receive more detailed information at the time such chat sessions are scheduled. Please keep my email address handy so that you can contact me whenever necessary. If at any time during this course you change your email address, please be sure to notify me right away.

ABOUT YOUR INSTRUCTOR: I, Catherine Moran, PhD, MS.Ed, BS., currently teach undergraduate and graduate courses at Breyer State University and Canyon College. I hold a Doctorate and a Master's degree in Education and a Bachelor of Science from Kent State University with a major in Chemistry and Biology and Speech. I have worked in several hospitals as a Med. Tech. I lecture at conferences on "Assessing and Teaching Children with Learning Disabilities".

I am the Registrar of Breyer State University.

COURSE OBJECTIVES: Upon completion of this course, you will be able to:

1). Have an understanding of the reading process and its assessment.
2). Have an understanding of the various types of ongoing assessments teachers often us.
3). Have an understanding of how to select, administer, score and interpret informal reading inventories.
4). Have an understanding of the purpose of classroom portfolios and how to manage them.
5). Have an understanding of formal assessments.
6). Have an understanding of the stages of emergent and beginning reading, including assessing and teaching print concepts and phonological awareness, fostering comprehension and word recognition, and establishing early intervention programs.
7). Have an understanding of how to deal with teaching developing readers who are beyond the beginning reading state. Developing word recognition strategies, including sight recognition and word analysis strategies, reading fluency, and reading and listening comprehension.
8). Have an understanding of how students progress to mature reading and writing.
9). Have an understanding of how to teach older students and adolescents who are reluctant or disabled readers.
10). Have an understanding of the strategies for teaching reading and writing to students whose first language is not English.
11). Have an understanding of how to deal with the philosophical, legal, and instructional issues related to the teaching of students with special learning needs.

ASSIGNMENTS: For specific assignments, please click on the link "Assignments."

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