Read Oregon: An Oregon Collaborative for Improvement of Literacy

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

ED 582: Techniques of Diagnosis/Instruction for Reading Specialists (3 cr)
Fall 2003: 9/29/03 - 12/12/03
Fall 2004: 9/27/04 - 12/10/04
Fall 2005: 9/26/05 - 12/9/05
Fall 2006: 9/25/06 - 12/9/06
Fall 2007: 9/25/07 - 12/8/07
Fall 2008: 09/29/08 - 12/12/08

Dr. Carol Lauritzen, Eastern Oregon University

COURSE
DESCRIPTION		 Specific strategies that would be appropriate in small group and individualized diagnosis and instruction for students with special needs in learning to read, more advanced diagnosis than for the classroom setting.
PREREQUISITES This course should not be taken until you have completed at least 10 graduate credits in reading. Learners are assumed to be teachers with access to elementary and/or secondary students. You must receive permission from the instructor to take this course.
COURSE
STRUCTURE		 This course has two major segments: reading and learning from the textbook, and preparing a case study (including a thumbnail, diagnostic portfolio, and written case report).
STANDARDS This course supports the following International Reading Association's 2003 Standards for Reading Professionals:
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.
3.2 Place students along a developmental continuum and identify students' proficiencies and difficulties.
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.
3.4 Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
PRACTICAL
APPLICATIONS		 Upon completion of the course, students can:
  • provide a definition of reading and a supportive rationale for diagnosis and evaluation that is consistent with that definition of reading
  • list and discuss possible reasons for reading difficulties
  • compare and contrast summative, formative and diagnostic assessment and give specific examples of each
  • describe norm-referenced and criterion-referenced testing and give examples. Also describe the appropriate and inappropriate use of results of such tests. Be aware of the International Reading Associations positions on literacy assessment including their stand against grade equivalent reporting.
  • administer and interpret an informal reading inventory
  • conduct miscue analysis (running record may be substituted if you intend to focus only on the beginning reader)
  • critique reading tests and assessment procedures for reliability, validity, purpose, and educational relevance
  • create a flowchart for diagnosis of an individual identified as having a reading difficulty
  • create a comprehensive, professional case study of an individual's literacy competence and performance
  • work with others to implement an instructional program for students (based on diagnosis and evaluation of their needs) in the area of literacy
  • engage in diagnostic teaching.
  • be aware of specific commercial programs or packaged programs currently in use for students with reading difficulties and write a position statement about the use of these programs
CORE/ELECTIVE This graduate course can be used as 3 core or elective 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. Carol Lauritzen, Professor, College of Education, Eastern Oregon University. Fourteen years of K-12 experience including 3 years as a classroom teacher and 11 years as a language arts specialist. (BA, University of Nebraska; MA, Ph.D., University of Missouri)
TARGET
AUDIENCE		 Teachers seeking a reading endorsement and Title I teachers.
TIME
COMMITMENT		 Students should expect to spend approximately 9 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 Textbooks are required for this course. You will be sent the textbook titles and suggested purchase locations when you register for the course.
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. Carol Lauritzen.
REGISTER at EOU

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

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