Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education
ONLINE COURSE (BlackBoard)

ED 565: Techniques of Literacy Assessment for the Classroom Teacher (2 cr)
Fall 2007: 9/25/07 - 12/8/07
Winter 2009: 1/5/09 - 3/20/09

Dr. Phillip Hofmann, Eastern Oregon University

COURSE
DESCRIPTION		 This course is grounded in theory and research, but it is above all, a practical course. Assessment is viewed as a part of the learning cycle. The course specifies in careful detail how to assess students and how to use assessment results to provide effective instruction. The emphasis in the course is on teaching students strategies that they can use independently for improving word recognition, vocabulary knowledge, comprehension, reading in the content areas, writing, spelling, and study skills.
PREREQUISITES There are no required prerequisites for this course. However, learners are assumed to be teachers with access to K-12 students.
COURSE
STRUCTURE		 Readings from textbook and Internet with postings to discussion board; classroom-based assignments for K-12 students; culminating project.
STANDARDS This course supports the following International Reading Association's 2003 Standards for Reading Professionals:
1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
4.4 Motivate learners to be lifelong readers.
PRACTICAL
APPLICATIONS		 Upon completion of the course, students can
  1. Provide students with strategies that they can use independently to improve their literacy skills.
  2. Understand current approaches to teaching readers and writers and the varying philosophies behind these approaches.
  3. Comprehend reading and writing difficulties and the factors that contribute to reading and writing problems.
  4. Assess the strengths and weaknesses of readers and writers.
  5. Provide classroom instruction for the readers and writers.
  6. Understand strategies for word recognition, contextual analysis, and dictionary skills and strategies.
  7. Understand the concepts of the written word and general comprehension techniques regarding reading in the content areas.
  8. Comprehend techniques for helping students develop their written skills.
  9. Organize a program for struggling readers and writers.
CORE/ELECTIVE This graduate course can be used as 2 core credits in the Literacy Assessment thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.
INSTRUCTOR Dr. Phillip W. Hofmann, Assistant Professor of Literacy and Education, Eastern Oregon University. 16 years as K-12 language arts and reading teacher in California and Oregon. Seven years teaching at EOU. Reader's Theater expert. Author of children's books. (BA, San Diego State University; MA and PhD, Claremont Graduate University)
TARGET
AUDIENCE		 K-12 teachers interested in literacy assessment and teachers working toward a reading endorsement.
TIME
COMMITMENT		 Students should expect to spend 6 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers 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 The syllabus and textbook for this course can be found at EOU's Division of Distance Education Course List. Find the course in the alphabetical list and click on the course title. On the new page, there are links to download the course syllabus.
COST No course in the ReadOregon curriculum will cost more than $300 per credit, including all fees.
TECHNICAL
REQUIREMENTS		 This online course requires access to the Internet with Word/WordPerfect for written assignments. Recommended minimum computer configuration is:
  1. PC running Windows 95 or newer
  2. Macintosh Quadra 700 or better or Power PC
  3. Modem 28.8 or faster, or other network connection
  4. Sound card and speakers (optional)
  5. 32 Megabytes or greater of system RAM
  6. Adequate hard disk drive
CONTACT For more details on this course, please contact Dr. Phillip Hofmann at Eastern Oregon University.

REGISTER at EOU

For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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