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, 2004, 2005, 2006, 2007, 2008, 2011, 2012, 2013
Winter 2010
Spring 2010, 2011, 2012, 2013, 2014
Spring 2014: 03/31/14 06/13/14

Dr. Aimee Alexander-Shea, 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 revised 2010 Standards for Reading Professionals:
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.
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. Aimee Alexander-Shea, Assistant Professor, College of Education, Eastern Oregon University. K-12 teaching: 2 years as elementary teacher, 1 year as reading resource specialist. College-level teaching: 12 years. (BA and M.Ed., University of Florida; Ph.D., University of South Florida.)
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 Textbook(s) are required for this course. You will find the textbook listed in the syllabus that is posted online at the EOU website or you may contact the instructor. For most classes, the EOU Bookstore will be a source for the textbook.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including fees, for students in the ReadOregon program.
CONTACT For more details on this course, please contact Dr. Aimee Alexander-Shea.
REGISTER at EOU

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


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