READ 572: Reading Assessment: ECE/Elem

COURSE
DESCRIPTION

This course examines varieties of assessment of early reading and literacy focusing on the first eight years of life. The course studies current reading assessment approaches to young children within diverse contexts and the influence of individual, cultural, linguistic, ethnic, and racial differences as well as abilities/disabilities. It also considers ways of sharing meaningful assessment information on reading to identify children in need of prevention and early intervention planning in collaboration with early childhood educators and family members.

PREREQUISITES

There are no required prerequisites for this course. However, learners are assumed to be teachers with access to early childhood children.

COURSE
STRUCTURE

Textbook, library, and online readings with posted weekly reflections; posting to whole class discussion forums; providing feedback to other learners; two practical, applied assignments plus an integrative capstone project.

STANDARDS

This course supports the following 2010 International Reading Association's Standards for Reading Professionals:

1.3	Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
2.2	Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
3.1	Candidates understand types of assessments and their purposes, strengths, and limitations.
3.2	Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3	Candidates use assessment information to plan and evaluate instruction.
3.4	Candidates communicate assessment results and implications to a variety of audiences.
4.3	Candidates develop and implement strategies to advocate for equity.

PRACTICAL
APPLICATIONS

This course in the ReadOregon program incorporates assignments that require practical application of ideas learned. Students will administer and interpret appropriate assessments for students, especially those who struggle with reading and writing, as well as demonstrate an understanding of purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress monitoring, and measuring outcomes.

CORE/ELECTIVE

This graduate course can be used as 3 core or elective credits in the Assessment thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.

INSTRUCTOR

Dr. Jo-Anne Lau-Smith, Associate Professor of Education, Southern Oregon University. Eight years of public school teaching experience; 11 years teaching at the university level. (BA, M. Ed., University of California, Los Angeles; Ph.D., University of Hawaii at Manoa)

TARGET
AUDIENCE

Early childhood and elementary teachers and those seeking a Reading Specialist endorsement.

TIME
COMMITMENT

Students should expect to spend approximately 9 hours per week for 10 weeks (e.g., reading the text and course materials, posting to discussion forums, completing written and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

A textbook is required for this course. You will be sent the textbook title and suggested purchase locations when you register for the course.

COST

No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees, for students in the ReadOregon program.

CONTACT(S)

For more details on this course, please contact Dr. Jo-Anne Lau-Smith or Angela Huftill at Southern Oregon University.