MSE 7901 - Assessment and Diagnosis of Reading Difficulties by Michele Brewer

Course Number: MSE 7901

Wilmington University College of Education

Graduate

Special Education Programs

Course Title: Assessment and Diagnosis of Reading Difficulties

Faculty Contact Information:

Course Description: The nature of reading problems and the methods, techniques, and materials used in diagnosing and remediating reading-related difficulties are studied in detail. Focus is on the learner and the interpretation of physiological, psychological, sociological, and educational factors, which influence reading achievement. Practical experiences are provided as they pertain to the administration and interpretation of informal and formal measures of reading performance. Candidates will engage in the development of evidence-based instructional strategies employed in the remediation process. This course provides candidates with essential knowledge and skills related to appropriate assessment strategies and helps candidates understand how to equitably and effectively assess student learning. Course activities include a study of typical and atypical literacy development with attention to language-based learning disabilities. Candidates will complete performance tasks and assignments aligned to the appropriate grade level/subject area for their content certification. As part of this course, candidates are required to work one on one with a PK-12 student with mild to moderate exceptionalities. During the 25 hours of interaction, candidates will be engaged in informal reading assessment administration and interpretation. Candidates learn how to make data-driven decisions that align with both curricular goals and student instructional needs related to phonological processing, phonics and word recognition, fluency and automaticity development, orthographic processing or morphological awareness. Candidates will use data to reflect on the effectiveness and quality of their own teaching. Candidates learn how to use data to help solve instructional problems such as closing the learning/achievement gaps that are indigenous to most classrooms.

Use of Video: The use of technology is an integral part of the teaching / learning process and a necessary skill for success in teaching. As such, teacher candidates will engage in multiple forms of assessment including but not limited to creating and uploading digital recordings of various forms for evaluation and guidance. Candidate work is uploaded into secure sites and is not available to the public.

Minimum Time Requirements (in clock hours):

College Education Program Attributes

The manner in which we prepare educational personnel is informed by eight essential attributes:

1. ensuring that programs are knowledge-based;

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2. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;

3. contextual and cultural sensitivity;

4. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and acting in one’s daily work;

5. enabling authentic participation, collegiality and collaboration;

6. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;

7. ensuring that programs are standards-driven; and

8. ensuring that programs promote the effective use of technology.

Delaware Teacher Standards: Interstate Teacher Assessment and Support Consortium (InTASC)

Specialized Professional Association Standards: CAEP K-6

Initial Practice-Based Professional Preparation Standards for Special Educators: Council for Exceptional Children (CEC 2020)

Technology Standards: International Society for Technology in Education (ISTE)

Wilmington University Graduation Competencies: Graduate Educational Competencies

Dispositions: Model Code of Ethics for Educators

Delaware Teacher Growth and Support System: DTGSS

Global Awareness: Global awareness is knowledge of the interrelatedness of local, global, and international cultures. It is the understanding that our world is an interconnected system. Cultivating global awareness involves the ability to understand, respect, and get curious about challenges, trends, and systems present on a global level. College of Education and Liberal Arts Educator Preparation Programs foster global awareness by preparing and empowering teacher candidates to integrate that knowledge in their PreK - 12 classrooms. In MSE 7901, candidates learn the importance of recognizing and addressing diverse linguistic and cultural factors that can impact reading proficiency, ensuring inclusive and culturally responsive support for students.

Cultural Differences: Culturally responsive practices acknowledge and honor the experiences and perspectives of children and their families as a tool to support them more effectively. This practice emphasizes incorporation of different perspectives that create an inclusive, relevant, and supportive environment for learners from various backgrounds. The College of Education and Liberal Arts Educator Preparation Programs incorporate culturally relevant instruction that integrate a wide variety of instructional strategies connected to different approaches to learning. In MSE 7901, candidates learn the importance of culturally sensitive approaches to identification and intervention, promoting equitable educational outcomes for all students.

Learning Methods: A variety of teaching methods including inquiry–based learning, game-based learning, personalized learning, differentiated instruction, collaborative projects, and class participation will be used in a student-centered approach to learning. Candidates are encouraged to

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move from passive receivers of information to active participants in their own learning, where creativity and innovation are encouraged. The purposeful integration of technology is required.

Driving Question for the Course: How do I administer formal and informal reading assessments and use the results of those assessments to plan instruction for students at risk of or already identified with reading disabilities? To address this, we will consider these four related questions: In what ways can formative assessment be used to adjust instructional strategies and ensure ongoing support for struggling readers throughout the learning process?

What specific assessment tools and strategies are most effective for identifying and measuring reading difficulties in students at risk or with reading disabilities?

What are the evidence-based reading interventions and accommodations that can be implemented based on assessments results for struggling readers?

What collaborative approaches can be employed to involve parents and other professionals in developing and implementing effective reading interventions for struggling readers?

Learning Outcome 1 - Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing selfreflection to design and implement professional learning activities. (CEC 1.1, 1.2)

Learning Activities/Performance Tasks:

1. Candidates will discuss national, state or provincial, and local accommodations and modifications.

2. Candidates will discuss theories and research that form the basis of curriculum development and instructional practice.

3. Candidates will identify the scope and sequences of general and special curricula.

4. Candidate will identify and prioritize areas of the general curriculum and accommodations for individuals with exceptionalities.

Assessment: Candidates will use the assessment data from student interest surveys and reading assessments to develop lesson plans for reading intervention and supports.

Learning Outcome 2 - Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities. (CEC 3.1, 3.2)

Learning Activities/Performance Tasks:

1. Candidates will modify general and specialized curricula to make them accessible to individuals with exceptionalities.

2. Candidates will use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

3. Candidates will implement major theories and empirical research that describe the cognitive, linguistic, motivation, and socio-cultural foundations of reading and writing development, processes, and components.

4. Candidate will plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.

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Assessment: Candidates will use the assessment data from student interest surveys and reading assessments to develop lesson plans for reading intervention and supports.

Learning Outcome 3 - Candidates assess students’ learning, behavior, and the classroom environment to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate. (CEC 4.1, 4.2, 4.3)

Learning Activities/Performance Tasks:

1. Candidates will administer nonbiased formal and informal assessments

2. Candidates will communicate assessment results and instructional plan to students, parents, and other professionals.

3. Candidates will examine and administer various diagnostic instruments

4. Candidates will select, adapt, and modify assessments to accommodate the unique abilities and needs of individuals with exceptionalities.

5. Candidates will engage learners in multiple ways of demonstrating knowledge and skill as part of the assessment process

6. Candidates will use observational skills and results of student work to determine students’ literacy and language strengths and needs; select and administer other formal and informal assessments appropriate for assessing students’ language and literacy development.

Assessment: Candidates will use the assessment data from student interest surveys and reading assessments to develop lesson plans for reading intervention and supports.

Learning Outcome 4 - Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction, use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. (CEC 5.1, 5.2, 5.3, 5.6)

Learning Activities/Performance Tasks:

1. Candidates will use a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes

2. Candidates will create opportunities for students to learn, practice, and master academic language in their content.

3. Candidates will develop and implement supports for learner literacy development across content areas.

4. Candidates will use a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction.

5. Candidates will use evidence-based instruction and materials that develop reading comprehension, vocabulary, and critical thinking abilities of learners.

Assessment: Candidates will use the assessment data from student interest surveys and reading assessments to develop lesson plans for reading intervention and supports.

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Week Week at a Glance Essential Questions

One What are some of the different literacy assessment tools and their impact as they relate to typical reading development in children?

Two What are the essential reading components and how I use formal and informal assessment results to drive instruction?

Three What are the evidence based principles of effective reading instruction for all readers, including those with intellectual exceptionalities?

Four What are some of the interventions used in Tier 2 and Tier 3 of the MTSS model?

Five How do I select and use specialized instructional strategies appropriate to the abilities and needs of the individual?

Six What strategies can I use to improve reading comprehension and integrate reading skills across content areas?

Seven How can I identify and prioritize areas of the general education curriculum and accommodations for individuals with exceptionalities?

Assignments and Grading

1. Discussion Boards (20%)

2. Assignments (50%)

3. SEA (30%)

These required projects are briefly described in the “Learning Outcomes” section of the syllabus. Additional details and resources, including Open Educational Resources (OERs), and the course outline, can be found on the course site.

Academic Policies

Procedure/Guidelines for Receiving Special Accommodations

College of Education Attendance Policy:

In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).

Students who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the student’s responsibility to obtain and complete assignments on the due dates. Students who register and enter the course on the drop/add date have four days to complete the first week’s assignments.

Course Materials: No Textbook Required; Online Educational Resources Only

Course Resource Links

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All About Adolescent Literacy DIBELS

Reading Rockets

Structured External Assignment Instructions and Rubric

It is very important that in week one, you choose a student who you can work with throughout the entire 7 weeks of this course. The student should be identified with a disability If you need to gain permission from the school and/or parents, please make sure you do so prior to beginning any assessments. Also, please remind the parents and school that you are conducting these assessments as part of your course work for the University, and while you will share these results with no identifying data, it is solely for the purpose of facilitating your learning and improving your practice.

For the SEA, you will administer a formal or informal assessment in each reading area to a student and create 3 intervention plans based on the results of those assessments. The intervention plans should focus on at least 2 areas of deficit and on Tier 2 and Tier 3 interventions (in addition to Tier I instruction), with your interventions becoming more intense. You will implement your interventions with your student or a small group of students. You will chart your student’s progress after the interventions.

You will incorporate evidence-based practices based upon course content. You will record yourself teaching one of the lessons you have written and submit the recording. You will write narratives based upon each step and submit them weekly which will build into your final SEA.

 Administer the Student interest survey and submit the narrative by the end of week 1.

 Record yourself administering these assessments by the middle of week 3. You will also submit your narrative and scoring of these assessments in week 3.

 Submit first lesson plan in week 5 relating to student needs.

 Submit second lesson plan in week 6 relating to student needs

 Submit third lesson plan in week 7 relating to student needs

 Submit a lesson implementation narrative for the lesson you implemented and recorded by week 7.

 Submit the recording of lesson implementation by week 7

 Submit narrative in week 7 with student’s progress attached.

For more specific requirements, reference each narrative directions and the SEA rubric.

Required Narratives:

 Student Reading Interest Narrative (with student surveys attached) Results of Assessments Administered

 Lesson Plan (3 separate lesson plans required)

 Intervention lesson reflection

 Final SEA Narrative

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Student Description CEC 2

Candidate identifies the student’s disability and academic levels.

Candidate identifies the student’s disability and describes the student’s academic and functional levels.

Candidate identifies the student’s disability, describes the student’s academic and functional levels, and explains the impact the identified disability has on academics and overall function.

Candidate identifies the student’s disability, describes the student’s academic and functional levels, and explains the impact the identified disability has on academics and overall function. Candidate uses observed student characteristics to formulate the student description.

Student Interests CEC 2

Candidate lists relevant background information on student interests gathered from the survey.

Candidate discusses relevant background information on student interests gathered from the survey.

Candidate explains how the relevant background information on student interests gathered from the survey might inform the use of motivational or instructional interventions.

Candidate explains how the relevant background information on student interests gathered from the survey might inform the use of both motivational and instructional interventions.

Reading Skills CEC 2

Candidate lists relevant background information gathered from the reading attitude survey.

Candidate discusses relevant background information gathered from the reading attitude survey.

Candidate explains how the relevant background information gathered from the reading

Candidate summarizes how the relevant background information gathered from the reading 7 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance

attitude survey might be used to inform reading instruction.

attitude survey relates to the student’s exceptionality and might be used to inform reading instruction.

Speaking Vocab CEC 2

Candidate identifies the elements of typical language development in vague terms.

Candidate explains the elements of typical language development. Candidate explains the elements of typical language development and its relation to student speaking vocabulary.

Candidate explains the elements of typical language development and its relation to student speaking vocabulary. Candidates use this information to inform their assessment choices.

Reflection on Student Needs

CEC 2

Candidate identifies how student information informs their choice of content or instructional practices in vague terms.

Candidate describes how student information informs their choice of content or instructional practices.

Candidate describes how student information informs their choice of content and instructional practices. Candidate explains how their choice of content and instructional practices directly align to student needs.

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Choice of Formal and Informal Assessments CEC 4 and 5

Candidate selects and administers multiple types of general nonbiased informal reading assessments related to foundational reading skills.

Candidate selects and administers multiple types of non-biased formal or informal reading assessments related to student needs.

Candidate selects and administers multiple types of non-biased informal reading assessments that accommodate the unique needs of the student with a mildmoderate exceptionality.

Candidate selects and administers multiple types of non-biased formal and informal reading assessments that accommodate the unique needs of the student with a MildModerate exceptionality.

Administration of Formal and Informal Assessments CEC 4 and 5

Candidate administers formal or informal assessments.

Scoring and Reporting of Student Assessment Results CEC 4 and 5

Candidate accurately scores formal and informal assessments.

Candidate administers formal and informal assessments appropriately.

Candidate administers formal and informal assessments as needed to accommodate student abilities or needs.

Candidate adapts and administers formal and informal assessments as needed to accommodate student abilities or needs.

Identification of Strengths and Weaknesses CEC 4 and 5

Candidate provides a generalized overview of student strengths and weaknesses.

Candidate accurately scores and interprets results of formal and informal assessments

Candidate accurately scores and interprets results of formal and informal assessments including relevant observational information.

Candidate provides a generalized overview of student strengths and weaknesses, Candidate interprets assessment results to determine student strengths and

Candidate accurately scores and interprets results of formal and informal assessments including relevant observational information relating to student exceptionality.

Elements Novice Emerging Proficient (TARGET) Advanced Performance

addressing each of the foundational reading areas.

Use Results to Plan Instruction and Interventions CEC 4 and 5

Choice of Lesson Topic or Skill CEC 3

Candidate interprets assessment results to identify general reading interventions.

Candidate interprets assessment results to identify general reading curriculum and interventions in each of the foundational reading areas.

weaknesses in each of the foundational reading areas. weaknesses in each of the foundational reading areas as it relates to the student exceptionality.

Candidate interprets assessment results to identify and prioritize reading curriculum and interventions in each of the foundational reading areas.

Candidate interprets assessment results to identify and prioritize reading curriculum and interventions in each of the foundational reading areas as it relates to the student exceptionality.

Lesson Objectives Related to Student data CEC 3

Candidate selects a general reading skill tied to class curriculum.

Candidate selects a general reading skill or topic related to class curriculum and student needs.

Candidate selects a concept or skill that is directly aligned with student needs and assessment results.

Candidate selects a concept or skill that is directly aligned with student needs, assessment results, and observational data or previous interventions.

Candidate provides a general, measurable, and performancebased lesson objective. Candidate provides a general, measurable, and performancebased lesson objective that is related to Candidate provides a specific, measurable, and performancebased lesson objective that is related to both

Candidate provides a specific, measurable, performance-based lesson objective that is related to student 10 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance

student needs.

student needs and assessment results.

Learning Environment (based on student and teacher actions on recorded lesson) CEC 6

Use of Research or Evidence

Based Reading Methods

Appropriate to Individuals with Exceptionalities CEC 3

Candidate structures the educational environment to provide learning opportunities.

Candidate structures the educational environment to provide appropriate learning opportunities for individuals with a mild-moderate exceptionality.

Candidate structures the educational environment to provide multisensory learning opportunities for individuals with a mild-moderate exceptionality.

needs and assessment results, relating it to the student exceptionality.

Candidate structures the educational environment to provide multisensory learning opportunities that encourage active participation by individuals with a mild-moderate exceptionality.

Explicit instruction CEC 5

Candidate plans and implements generalized reading intervention.

Candidate plans and implements reading intervention based upon student needs.

Candidate plans and implements reading intervention based upon student needs, using research or evidence supported methods.

Candidate uses a traditional textbook reading lesson to teach comprehension, Candidate designs explicit, systematic reading instruction to teach comprehension, Candidate designs and implements explicit, systematic reading instruction to teach

Candidate plans and implements reading intervention based upon student needs, using research or evidence supported methods. Candidate teaches learning strategies to acquire reading content.

Candidate designs and implements explicit, systematic reading instruction appropriate 11 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance

accuracy, fluency or foundational skills.

Demonstration of Content knowledge CEC 3

Candidate identifies ways that reading instruction can incorporate reading concepts, structure, and instructional practices.

accuracy, fluency or foundational skills. comprehension, accuracy, fluency or foundational skills. to specific student needs to teach comprehension, accuracy, fluency or foundational skills.

Assessment Selection CEC 5

Candidate selects and uses general informal assessments related to the concept or skills.

Candidate describes how reading instruction should include reading concepts and utilizing structure and instructional practices.

Candidate designs reading instruction that reinforces the importance of reading concepts and utilizing structure and instructional practices, adapting instruction to ensure accessibility for individuals with a mild-moderate exceptionality.

Candidate selects and uses informal assessments related to the concept or skills and the instruction.

Candidate selects and uses informal assessments that provide evidence of student progress and mastery of lesson objectives and skills.

Candidate designs reading instruction that reinforces the importance of reading concepts and utilizing structure and instructional practices to provide coherent, correct specialized instruction. Candidate adapts instruction to meet the needs of students and ensure accessibility of content.

Candidate selects and uses informal assessments that provide evidence of student progress and mastery of lesson objectives and skills. Candidate uses responses and errors to guide instructional 12 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance decisions.

Instructional Materials CEC 3

Feedback to Student CEC 3

Candidate selects and uses general instructional materials.

Candidate selects and uses general instructional materials that provide meaningful opportunities to practice skills.

Candidate selects and uses specialized instructional materials according to the needs of student that engage the student and provide meaningful opportunities to practice skills.

Candidate selects, adapts and uses specialized instructional materials according to the needs of student that engage the student and provide meaningful opportunities to practice skills.

Candidate provides generic feedback to the student.

Reflection on Explicit Instruction CEC 3

Candidate reflects on their reading lesson accurately and appropriately.

Candidate identifies areas for improvement in vague terms.

Candidate provides performance-based feedback to the student.

Candidate provides performance-based feedback to engage students with MildModerate disabilities to work toward quality learning.

Candidate reflects on their reading lesson accurately and appropriately, realizing any missed opportunities.

Candidate identifies areas for improvement based on prompts.

Candidate reflects on their reading lesson, accurately and appropriately, identifying any areas for improvement.

Candidate explains how their areas of improvement are

Candidate provides specific performancebased feedback to engage students with Mild-Moderate disabilities to work toward quality learning.

Candidate reflects on the reading lesson, accurately and appropriately, identifying any areas for improvement supported with evidence from the video Candidate 13 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance

related to teacher or student performance. explains how their areas of improvement are directly related to teacher and student performance.

Reflection on Feedback and Monitoring of Student Performance to Student CEC 5

Candidate reflects on their ability to provide multiple opportunities for feedback, monitor student performance, and adjust based on student responses. Candidate identifies areas for improvement in vague terms.

Candidate reflects on their ability to provide multiple opportunities for feedback, monitor student performance, and make adjustments based on student responses, realizing any missed opportunities. Candidate identifies areas for improvement based on prompts.

Candidate explains how their areas of improvement are related to teacher or student performance.

Candidate reflects on their ability to provide multiple opportunities for feedback, monitor student performance, and make adjustments based on student responses, identifying any areas for improvement supported with evidence from the video. Candidate explains how their areas of improvement are directly related to teacher and student performance.

Reflection on Use of Cognitive or Learning Strategies CEC 3

Candidate reflects on their ability to use cognitive or learning strategies. Candidate identifies areas for improvement in vague

Candidate reflects on their ability to use cognitive or learning strategies, realizing any missed opportunities.

Candidate reflects on their ability to use cognitive or learning strategies, identifying any areas for improvement.

Candidate reflects on their ability to use cognitive or learning strategies, identifying any areas for improvement

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Elements Novice Emerging Proficient (TARGET) Advanced Performance terms.

Candidate identifies areas for improvement based on prompts.

Candidate explains how their areas of improvement are related to teacher or student performance. supported with evidence from the video. Candidate explains how their areas of improvement are directly related to teacher and student performance.

Reflection on Student Engagement CEC 5

Candidate reflects on student engagement and active participation accurately and appropriately.

Candidate identifies areas for improvement in vague terms.

Candidate reflects on student engagement and active participation accurately and appropriately, realizing any missed opportunities.

Candidate identifies areas for improvement based on prompts.

Candidate reflects on student engagement and active participation accurately and appropriately to student needs, identifying any areas for improvement. Candidate explains how their areas of improvement are related to teacher or student performance.

Candidate reflects on student engagement and active participation accurately and appropriately to student needs, identifying any areas for improvement supported with evidence from the video. Candidate explains how their areas of improvement are directly related to teacher and student performance.

Use of Data and Assessment

Results to Monitor student Performance CEC 5

Candidate provides minimal student performance data and interprets assessment

Candidate provides student performance data and interprets assessment results as Candidate provides student performance data aligned with lesson objectives and Candidate provides student performance data aligned with lesson objectives and 15 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance

results as met or not met. met or not met.

Overall Data Student Performance CEC 5

Overall Effectiveness of Instructional Strategies CEC 3 and 5

Candidate provides minimal student performance data for all lessons and interprets assessment results as met or not met.

Candidate provides student performance data for all lessons and interprets assessment results as met or not met.

accurately interpret assessment results. accurately interprets assessment results by relating directly to student performance or response on video.

Candidate provides student performance data aligned with all lesson objectives and accurately interpret assessment results.

Candidate provides student performance data aligned with all lesson objectives and accurately interprets assessment results by relating directly to student performance.

Recommendations for Further Interventions CEC 3 and 5

Candidate identifies the arch or scope of instruction for most lessons and relates effectiveness to teacher performance or planning.

Candidate explains the arch or scope of instruction for most lessons and relates effectiveness to student performance.

Candidate explains the arch or scope of instruction for all lessons and relates effectiveness to student performance.

Candidate provides student performance data aligned with all lesson objectives and accurately interprets assessment results by relating directly to student performance with data or observations.

Candidate lists recommendations for further reading interventions to the teacher based on Candidate describes recommendations for further reading interventions to the teacher based on Candidate outlines recommendations for further reading interventions to the teacher based on Candidate outlines recommendations for further reading interventions to the teacher and parent

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Elements Novice Emerging Proficient (TARGET) Advanced Performance

established curriculum. established curriculum. student performance and needs. based on student performance and needs.

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