Syllabus for RDG 4250: Literacy Assessment: Theory and Practice
Instructor:
Dr. Carol Nichols
Office:
West Classroom 163 D
Voice:
303.556.2938
Fax: 303.556.5390
Email:
Bzness44@aol.com
Required Materials
QRI-3 test book
CD-Rom for QRI practice
Course Description
Students will be presented with opportunities to learn about the nature of a
student who has reading problems, to diagnose reading disabilities using a variety of
assessment techniques, and to implement corrective procedures
that will mitigate or eliminate the disabilities.
Course Outcomes
Upon completion of this course the student should be able to:
1) assess and evaluate reading concepts and skills without the use of
commercial tests or other commercial assessment materials; PBSCT 3.1, 3.2,
3.3
2) demonstrate knowledge regarding the theoretical background that forms
the foundation of selected commercial assessment instruments; PBSCT 1.1,
3.2, 3.3, 3.5, 3.8
3) demonstrate competence in administering, interpreting, and planning
with the QRI-3 informal reading inventory; PBSCT 3.2, 3.3, 3.5
4) demonstrate competency in administering, interpreting, and planning
with a modified miscue analysis and with a running record; PBSCT 1.1, 1.2,
1.4, 3.5
5) develop activities that would result in strengthening literacy
skills; CCS 1a, 1b, 1c, 1d, 1e; CCS 4a, 4b, 4c, 4e, 5a, 6a
6) demonstrate competence in applying instructional techniques and
strategies; CCS a, b, c, d, e; CCS 4a, 4b, 4c, 4e, 5a; 6a, 6b and,
7) demonstrate competence in developing a one-hour academically sound
tutoring session. PBSCT 1.1, 1.2, 1.3, 1.4; 3.1, 3.2, 3.3, 3.5, 3.8
List of Topics
A. Introduction to working with students with reading problems: Facts related to reading problems in
the United States
B. Review of word identification, word recognition, and comprehension
C. Metacognitive skills and the disabled
reader
1. Self
Knowledge
a. Learned helplessness
b. Motivation and self concept
2. Task
Knowledge
a. Background
b. Text structures--Use of frames or graphic organizers with
narrative
and expository text
c. Use of questioning
1) Background
2) Reciprocal Teaching
3) QAR
3. Self Monitoring
a. Background
b. Self evaluation of progress
c. Reading strategies
D. Assessment, evaluation, and instructional planning
1. Background related to
"assessment" and "evaluation"
2. Traditional view of
deviations from print as "errors" or "mistakes"
3. Use of the term
"miscue" instead of "error" or "mistake"
4. Assessment instruments
a. Assessment of Early Concepts and
Skills
b. Miscue assessment
1) Modified miscue analysis
2) Running records
3) Informal reading inventories (IRI)
a) Background
b) Seven functional reading
levels
c) Determining discrepancy
between instructional level and listening level
d) QRI
E. Tutoring a student with reading
problems
1. Reading Recovery
background
2. Components of a one-hour
tutoring session
a. Reread a familiar book
b. Guided reading
c. Running record or
modified miscue analysis
d. Analytical skill lesson
based on guided reading text
e. "Just-for-fun"
activity related to theme of guided reading text
f. Analytical skill lesson
based on directions to the "just-for-fun" activity
g. Read aloud or Read
To
activity
Evaluation:
Policy regarding deadlines for turning in
assignments:
All assignments which earn
points toward the final course grade are due by midnight on the last day of the
week in which they are assigned. Late assignments will be accepted only
under extraordinary circumstances and only if the instructor approves a late
turn-in date in advance. These approved late assignments must be turned in
the next week after they were originally due and they will not earn full
credit. Total points on all approved, late assignments received the week
after originally due will be reduced by 25%.
The course grade will be determined by the successful completion of the following:
1. Reading and writing assignments related to
various literacy topics;
2. Administration and evaluation of the results of a QRI, a modified miscue analysis, and
a running record;
3. Ability to use the evaluation results of the assessment instruments to
plan future instructional lessons;
4. Several worksheet
assignments which require application of knowledge; and,
5. Contribution of
thoughtful comments to the Forum on various topics presented during the course.
Demonstration of Evidence of
Completion of Reading on Various Literacy Topics
The topics are varied and all related to enhancement of literacy instruction
especially instruction for the student who has reading problems. A written
reflection paper is required for each reading. Topics
include:
1. background about reading problems in the United States;
2. metacognition
3. assessment and evaluation;
4. specific assessment instruments;
5. literacy skill instruction; and,
6. components of a high-quality, one-hour tutoring session.
Demonstration of Ability to Apply
Knowledge of Literacy Assessment Instruments and Procedures
Many of the items below are accompanied by reading and writing assignments which
must be completed successfully.
Students will be required to work through the following
sequence for each of three assessment instruments: 1) the QRI, 2)
a modified miscue analysis, and 3) a
running record.
1. Read the background information.
2. Respond
successfully and in a timely manner to the background information.
3. Complete the practice tasks which consists of the following:
a. practice giving the assessment;
b. practice writing up the evaluation of assessment
results; and,
c. practice writing
a plan for future instruction.
When this has been completed successfully, the
student will receive permission to administer the
assessment to a student in the field.
4. Administer
the assessment to a student in the field.
5. Evaluate the
results of the assessment.
6. Complete a report of the results of the evaluation.
Demonstrate Ability to Apply
Knowledge of Effective Literacy Instruction
Many of the items below are accompanied by reading and writing assignments which
must be completed successfully.
Students will be required to design an
effective one-hour instructional session. Each of the tasks will earn points towards the final course grade. The tasks include
selecting a theme for a one-hour tutoring session and then developing the
following around the theme selected:
1. a detailed, guided reading lesson;
2. a postreading activity to enhance comprehension;
3. an analytical skill lesson based on elements found in the guided
reading text;
4. a read TO lesson;
5. a just-for-fun craft activity; and,
6. an analytical skill lesson based on elements found in the
printed directions for the just-for-fun craft activity.
Evaluation of the Projects and Reading Assignments:
Every project and every reading assignment has a rubric or checklist which
will be used for assessment of the quality of the results. The appropriate
rubrics and checklists can be found in each assignment. Be sure to read
the checklist or rubric before starting the project or assignment.
The course grade will be determined by points earned on projects, written reading reflection reports, and on tests. All assignments which earn points toward the final course grade are listed on the RDG 4250 Checklist of Assignments.
502 total points possible
457 - 502 points = "A"
407 - 501 points = "B"
356 - 406 points = "C"
304 - 355 points = "D"
303 points or below = "F"