Course Number: RDG 308
Wilmington University College of Education and Liberal Arts
RDG 308
Bachelor of Science in Elementary Education (K-6)
Course Title: Diagnosis and Correction of Learning Differences in Reading
Faculty Contact Information:
Course Description: The focus is on the nature and causes of reading difficulties including phonological processing and phonological representations, word recognition deficits, and comprehension difficulties. The course also includes an examination of methods, techniques, and materials used in diagnosing and correcting reading-related difficulties. Types of reading disabilities are introduced including oral, listening, and reading comprehension, written expression, basic reading, and reading comprehension skills. Attention is focused on the learner and interpretation of physiological, psychological, sociological, emotional, cultural, linguistic, and educational factors that influence reading achievement. Provisions are made for the identification, analysis, and interpretation of informal and formal measures of reading performance and the development of instructional strategies employed in the remediation process. Specific interventions connected to difficulties and disabilities will also be explored. Candidates are introduced to the issues faced by ELLs regarding assessment (i.e. accountability, bias, language proficiency, testing accommodations.) as well as methods for differentiation and support through language acquisition. Candidates will also learn indicators of and strategies to support learning with languagebased learning disabilities including speech or language impairment, speech fluency, articulation/ connected speech, intelligibility, receptive or expressive language, and voice quality. Additionally, candidates plan for lessons supporting language comprehension and written learning goals reflective of evidence- based practices.
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 to 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;
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 1 | Page
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
CEC
Technology Standards: International Society for Technology in Education (ISTE)
Wilmington University Graduation Competencies: Undergraduate Educational Competencies
Dispositions: Model Code of Ethics for Educators
Delaware Teacher Growth and Support System: DTGSS
Common Core Standards for ELA: CCSS
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. Candidates understand evidence-based reading practices and how to bring in global and cultural perspectives in their reading instruction and intervention.
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 the 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 integrates a wide variety of instructional strategies connected to different approaches to learning. Candidates learn how to engage in culturally competent reading instruction for diverse learners
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 will engage in observation, reflection, and analysis of teacher practice. Candidates will utilize reflective practices in planning for and evaluating instruction. Candidates are encouraged to move from passive receivers of information to active participants in their learning, where creativity and innovation are encouraged. The purposeful integration of technology is required.
Driving Question for the Course: How do we use evidence-based assessment, reading strategies and interventions to help diverse learners meet their full potential in reading?
1. How do educators utilize assessments to plan for, implement, and evaluate literacy development?
2. How do learners acquire literacy skills and what reading difficulties and disabilities may hinder literacy development?
3. What is the role of motivation in a literacy classroom and what strategies help foster its development?
4. How do educators develop motivating and engaging literacy lessons based on the individual needs of students and research-based practices?
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Learning Outcome #1 – Candidates use their understanding of child growth and development, individual differences, and diverse families, cultures, and communities to plan and implement inclusive learning environments that provide each child with equitable access to high-quality learning experiences that engage and create learning opportunities for them to meet high standards. They work collaboratively with families to gain a holistic perspective on children’s strengths and needs and how to motivate their learning (CAEP Standard 1, CEC 2 & 4).
Learning Activities/Performance Tasks
1. Candidates will explain knowledge of the components of reading as a foundation for understanding reading development, assessment, and intervention.
2. Candidates will use various methods for assessing reading in consideration of students’ linguistic, cultural, developmental, and learning differences.
3. Candidates will connect relevant methods for assessing reading in consideration of students’ linguistic, cultural, developmental, and learning differences.
4. Candidates will utilize data collection and analysis techniques for assessment and progress monitoring within the Multi-tiered System of Support (MTSS) model and in use with students with Individualized Education Plans (IEPs).
Learning Outcome #2 – Candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within research-informed literacy instruction, (CAEP Standard 2, CEC 1, 4 & 5)
Learning Activities/Performance Tasks
1. Candidates will develop and plan reading strategies and interventions for diverse learners, with consideration and manipulation of the learning environment.
Learning Outcome #3 – Candidates assess students, plan instruction and design classroom contexts for learning. Candidates use formative and summative assessments to monitor students’ learning and guide instruction. Candidates plan learning activities to promote a full range of competencies for each student. They differentiate instructional materials and activities to address learners’ diversity. Candidates foster engagement in learning by establishing and maintaining social norms in classrooms. They build interpersonal relationships with students that generate motivation and promote students' social and emotional development (CAEP Standard 3, CEC 1,4 & 5).
Learning Activities/Performance Tasks
1. Candidates will explore, evaluate, and use data collection and analysis techniques for assessment and progress monitoring within the Multi-tiered System of Support (MTSS) model and for students with Individualized Education Plans (IEPs).
2. Candidates will compare nonbiased formal and informal assessments.
3. Candidates will plan communication of assessment results and instructional plans appropriate to the audience of various stakeholders.
4. Candidates will examine and administer various diagnostic instruments.
5. Candidates will select, adapt, and modify assessments, as appropriate to individual need in order to accommodate the unique abilities and needs of individuals with exceptionalities.
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.
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Week Week at a Glance Essential Questions
1 What are the six components of reading instruction that embody evidence- based reading practices?
2
What is MTSS and how do educators differentiate instruction in the classroom?
3 How can educators plan for reading instruction?
4 How can educators use intensive, focused, and data-driven interventions to address reading differences and challenges?
5 How do educators implement evidence-based reading interventions?
6 How do educators use methods for identifying and using leveled texts, as well as some cautions when it comes to using text leveling in the classroom?
7 How can educators foster a love for literacy in the classroom, being mindful of learning needs and expectations for learning?
Assignments and Grading
1. Class Discussions (20%)
2. Classroom Activities (55%)
3. SEA – Literacy Instructional Plan (25%)
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 and Liberal Arts 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.
Course Reading List:
The Science of Reading
The Big Five
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The Big Six Components of Reading
The Critical Role of Oral Language in Reading Instruction and Assessment
Differentiated Instruction: Maximizing the Learning of All Students
Making Sense of Terms Used in Reading Assessments
Grouping Students Who Struggle With Reading
Assessment: In Depth
Intensive Interventions Module Part 1
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
Improving Adolescent Literacy: Effective Classroom and Intervention Practices
Course Resource Links:
The Basics of Reading
What is RTI?
What is MTSS?
Classroom Reading Instruction that Supports Struggling Readers
Differentiating Reading Instruction Within the Core
Four Ways to Differentiate Instruction
Relations Between RTI and the Common Core State Standards
Big Ideas Behind the Daily 5 / Cafe
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
Phonics Instruction for Middle & High School ELLs
Word Attack Strategies
Middle School Interventions
Reading Comprehension Strategy Instruction
Reading Comprehension Strategies for English Language Learners
A Focus on Vocabulary Instruction
Doing It Differently: Tips for Teaching Vocabulary
Classroom Strategies from Reading Rockets
What Texts Should We Teach With?
A Level is a Teacher's Tool, NOT A Child's Label
Learn About Leveled Reading for Parents
What is a 'Just Right' Book?
Three Myths About Reading Levels
Read With Me: 5 Tips to Foster a Love for Reading
Booktalk: How to Foster a Love of Reading in Your Children
5 Ways to Foster a Love of Reading
Booktalking Tips
Structured External Assignment
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By integrating course content, you will create a multi-faceted literacy instructional plan. First, you will read three “Portraits of a Struggling Reader” and select one as a case study. Then, you will write an instructional plan for the student you selected that includes the following:
1. An overview of the student you selected and what it is that they are struggling with, based on the description provided. Be sure you include which of the six components of reading that the student needs focused intervention, to support his/her reading development.
2. Identify and list two (2) specific goals that you would have for this student in regard to reading development. Goals should also be specifically tied to the "components" of reading referenced above. Support each goal with at least one Common Core State Standard for the student’s grade-level.
3. List and describe two relevant assessments that you would use to gather additional data on this student. Be sure to explain WHY you selected these assessments. Be sure that the assessments are research-based and widely used and accepted in the field of education.
4. List and describe three (3) instructional objectives or essential questions that you would work on with this student, to meet those individual reading development needs. For each objective, then list two (2) instructional techniques you would use with that student to help meet the objective. Be sure that the techniques are researchbased and widely used and accepted in the field of education.
5. Finally, write a letter to the student's parents, in which you include an overview of the student's reading needs. Include two (2) suggestions for the parents to help them support the student’s reading at home.
You are expected to include APA formatted citations and a reference page to demonstrate that your plan is grounded in research-based best practices in the field of education.
SEA Rubric
CAEP Standard 1
Candidate uses his/her understanding of how children grow, develop and learn to assess, plan, and implement developmentally appropriate and challenging learning experiences and environments that consider individual children’s strengths and needs.
CEC 2
CAEP Standard 2
Candidate demonstrates and applies understanding of the elements of literacy critical for purposeful oral, print, and digital communication.
CEC 2, 4
Candidate plans learning experiences based on the topic of the lesson or standard.
Candidate plans developmentally appropriate learning experiences or environments based on the learning topic content.
Candidate uses their understanding of how children grow and develop across the developmental domains, how development in each domain impacts growth in the other domains, and how all together they impact learning to plan and implement developmentally appropriate and challenging learning experiences and environments that consider individual children’s strengths and needs.
Candidate uses their understanding of how children grow and develop across the developmental domains, how development in each domain impacts growth in the other domains, and how all together they impact learning to plan and implement learning experiences and environments that consider individual children’s strengths and needs and are able to articulate the theoretical foundations for their plans and actions.
CAEP Standard 3
Candidate demonstrates knowledge of elements of literacy.
Candidate’s ability to demonstrate is able to identify some of the foundational literacy elements in a structured literacy curriculum
Candidate demonstrates knowledge of elements of literacy.
Candidate is able to identify the elements of foundational literacy in an integrated, comprehensive, and structured literacy curriculum.
Candidate demonstrates knowledge and understanding of the elements of literacy that are critical for purposeful oral, print, and digital communication.
Candidate uses knowledge of the elements of foundational literacy to develop lessons and/or activities from an integrated, comprehensive, and structured literacy curriculum, and demonstrates an understanding of stages in the acquisition of reading skills.
Candidate demonstrates knowledge, understanding, and the ability to evaluate instructional materials for the elements of literacy critical for purposeful oral, print or digital communication.
Candidate uses knowledge and understanding of the elements of foundational literacy to design and implement integrated, comprehensive, and structured literacy lessons and activities that reflect and demonstrate an understanding of stages in the acquisition of reading skills.
Candidate attempts to facilitate Candidate provides motivation Candidate explicitly supports student Candidate supports student 7 | Page
© 2024. Wilmington University. All Rights Reserved. This syllabus and its contents are the intellectual property of Wilmington University. Unauthorized reproduction, distribution, or modification, in whole or in part, is strictly prohibited without written permission from Wilmington University.
Candidate explicitly supports motivation and engagement in learning for every student through a variety of evidencebased practices.
CEC 1, 4 & 5
motivation support such as scaffolding for cognitive tasks and providing limited feedback for student learning.
Candidate attempts to implement actions intended to increase student engagement in academic learning and activities and may display teacherstudent interactions that are likely to decrease motivation.
support explicitly, through wellknown practices such as arranging for choice or collaboration, but the motivation support is not integrated with teaching central concept and skills.
Candidates support student engagement in learning through problem solving and inquiry.
motivation through practices such as: designing classroom goals that emphasize conceptual knowledge; assisting students in setting goals for their academic work; linking academic content to students experience and interests; arranging social learning structures such as partnerships and small group collaborations; and affording students’ choices of texts and tasks in learning.
Candidates support student engagement in learning by planning practices such as: affording students an abundance of materials for academic learning to assure a high volume of time spent on challenging and realistic learning tasks; scheduling sufficient time for students’ deep immersion in purposeful reading, mathematics, and content learning; and providing thought provoking questions that encourage reasoning individually and collaboratively.
motivation through practices such as assuring success, sharing control with learners, making school learning relevant, sustaining collaborative activities, and enabling students to become self-regulating learners in all subject areas.
Candidates support engagement by setting academic goals that encourage students to generate products, displays or accomplishments that show extended disciplinary involvement and communication.
Candidates differentiate engagement support for students with special needs, English language learners, and students with varying achievement levels. Candidates plan for the use of formative assessment to improve engagement support.
Standard 3
Candidate administers formative and summative assessments regularly to determine students’ competencies and learning needs.
Candidate plans for summative assessments.
Candidate selects and plans for the administration of whole group formative and summative assessments based on learning topics rather than student needs
Candidate selects and plans for the administration of a variety of formative and summative assessments. Candidate differentiates assessments using modifications based on students’ individual learning needs.
Candidate plans for the administration, and interpretation of formative and summative assessments to identify learners’ needs, to monitor learning and behavior, and to report progress.
Candidate designs, selects, and plans for a variety of formative and summative assessments and differentiates assessments using modifications based on students’ individual learning needs.
Candidate plans for the administration, and interpretation of formative and summative assessments to identify learners’ needs, to monitor learning and behavior, and to report progress.
Candidate plans opportunities for students’ choice about how they will demonstrate understanding by designing formative and summative assessment tasks that consider
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CAEP