Lipscomb University College of Education

Diagnosis and Remediation of Reading Difficulties

EG 5773/EG 6773
Fall 2014
Professor:

Mrs. Melanie Maxwell

Office Phone: (615) 966-5040
E-mail: melanie.maxwell@lipscomb.edu

Office: Ezell 153b

Office Hours: by appt.

Meeting Times: Aug. 28, September 18, October 9

Meeting Place:
Ezell 363

Course Description:
The student will gain an understanding of the nature and multiple causes of reading
difficulties and the appropriate selection, use and interpretation of formal and teacherdeveloped assessment tools to report, evaluate, and modify instruction for successful
learning. The student will learn to communicate assessment data to family and other
stakeholders in an effective manner that helps promote positive literacy connections
between the home and school. This course requires a field experience in reading
intervention.

Course Purpose and Rationale:

The purpose of this course is to equip reading specialists with the understanding of
literacy development differences between and among learners. Participants will develop
knowledge about multiple factors associated with reading and writing difficulties. They
will assess student capabilities and reading difficulties using a variety of evaluation tools
and techniques, including informal assessments, teacher-developed assessments, and
specialized reading assessment processes as well as use of standardized tests. They will
also consider effective ways to analyze data and to communicate their findings and
recommendations to others. The field experience will give participants practice in
recognizing, diagnosing, and planning remediation/acceleration procedures.

Course Objectives:
Upon completion of this course, students will be able to:
Learning
Objectives
Understand validity
and reliability as
related to reading

How Delivered
Lecture, guest
presentation, power
point, reflective

How Assessed
Research and
discussion

C.A.R.E.
Connection
1a, 1k, 4a

assessments
Collect and analyze
data through formal
and teacherdeveloped
assessment tools
with the purpose of
planning
individualized
reading instruction
in whole class,
small group, and
individualized
settings
Apply progress
monitoring to
reading instruction
Use technology
tools appropriately
for diagnosis,
remediation and
monitoring of
reading difficulties
Use appropriate
tools to assess the
reading strengths
and weaknesses of a
diverse group of
students, identify
the instructional,
independent and
frustration levels of
a targeted struggling
reading and make
informed
instructional
decisions about that
reader
Understand and
implement current
theories and
research related to
reading remediation

discussion, participatory
engagement
Lecture, guest
Research,
presentation, power
discussion,
point, reflective
modeling
discussion, participatory
engagement

Lecture, guest
presentation, power
point, reflective
discussion, participatory
engagement
Lecture, guest
presentation, power
point, reflective
discussion, participatory
engagement

1a, 1k, 4a

Case studies

4d, 4e

Discussion,
modeling, case
studies

1b, 1c, 1f, 1k

Lecture, guest
Discussion,
presentation, power
modeling, case
point, reflective
studies
discussion, participatory
engagement

1b, 1c, 1f, 1k

Lecture, guest
Discussion,
presentation, power
modeling, case
point, reflective
study application
discussion, participatory
engagement

1f, 1g, 1h, 1j, 1k,

4d

Instructional Resources:
Required Texts:
Shanker, J. L., & Cockrum, W. A. (2012). Locating and correcting reading
difficulties (10th ed.). Boston: Allyn & Bacon/Pearson.
Suggested Readings:
See attached list
Class Meeting Agendas
Class Meeting
Date(s) or Online
Window
August 21
August 28

Sept. 4

Topic(s)
Covered/Objective(s)
Addressed
Overview of Reading
Difficulties and Reading
Interventions
Sources of Reading
Difficulties, Causes,
Possible Interventions,
Assessments Overview for
Case Study
Comprehension and Word
Callers

Sept. 11

RTI

Sept. 18
Sept. 25

Guest Speaker: RTI and

Students with Reading
Disabilities
Early Reading Intervention

October 2

Overview of Dyslexia

October 9

Reaching Struggling
Readers Through Guided
Reading, Synthesize Class
Learning

Delivery Method /
Student Activities /
Assessments
Article Reading and
Discussion Board

Face-toFace OR
Online
Online

Power Point, Class

Discussion, Modeling
and Class Participation

Face-toface

50 points

Video, Assigned
Readings, Discussion
Board
Assigned Readings
and Discussion Board
Guest Speaker, Class
Participation

Online

50 points

Online

50 points

Face-toFace

50 points

On-Line

50 Points

On-Line

50 Points

Face-toFace

50 points

Video Viewing,
Assigned Readings,
Discussion Board
Assigned Readings
and Discussion Board
Lecture, Class
Participation

Points/Grades
associated
50 Points

Course Assignments:
Attendance Policy: Since this class meets only eight times, attendance is critical. Please
contact the instructor with as much advanced notice as possible if you will not be
attending a class. It is important to note that many of the required assignments will be
completed in class.

Course Assignments with Due Dates:

ASSIGNMENT TITLE

Type of Assignment
DUE
(note if Spiritual
DATE:
Growth, Key or Field
Experience)

Percentage
of Grade or
Point Value

Case Study: Literacy Assessments,

Diagnosis, and Researched Based
Plan

Key Assignment

Oct. 3

40

Weekly

40

On-Line
Course Assignment
Modules/Activities/Participation/Class
Discussions/Class Readings
Field Experience

Documentation of Field Oct. 3

Experience Hours (hard
copy and LiveText) with
Summary and
Reflection

10

Inspirational Story

Spiritual Component
Assignment

Sept. 11

10

Focus Topic Reflection

Education Specialist
Candidates ONLY

Oct. 3

Pass/Fail

Field Experiences: Each masters level course in the College of Education requires a
field experience that is expected to take five (5) to ten (10) hours (a minimum of 50hours
by graduation. These field experiences must be completed to be successful in the course
and are designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing fieldbased opportunities in which candidates may observe, assist, tutor, instruct, and/or
conduct research. Field experiences may occur in off-campus settings such as schools,
community centers, or homeless shelters. Field experiences are defined as authentic
workplace based learning experiences. It should be a way to learn by doing and to
practice skills learned in your coursework.
Because the College of Education is committed to equipping our students for diverse
experiences, we ask that you complete your field experiences with schools or districts in
varied classifications (low SES, urban, suburban, rural and cross-cultural), and with
different student populations (ELL, Special Education, etc.). This diversity of experience
should be evident on your field experience data form in LiveText by the time you

graduate. A Field Experience Documentation and Data Form is required of each student
for each course. These forms are available in the online LiveText portfolio template.
Spiritual Growth: The College of Education seeks to provide opportunities for
personal, professional and spiritual growth through student experiences here. One avenue
for spiritual growth through the program here is by establishing a thoughtful dialogue
among students and faculty centered on a common text. The college uses Mere
Christianity by C.S. Lewis (preferred text: ISBN 0060652926) as this common ground
for exploration of spiritual contexts and applications for learning.
LiveText Portfolio Requirements: All graduate students who entered the program in
Fall 2009 and after are required to have a LiveText portfolio account. Instructions for
purchasing LiveText are found at http://education.lipscomb.edu/Uploads/34941.pdf. As
all students must use this portfolio system, you are encouraged to become familiar with it
at the beginning of this course. Detailed instructions and tutorials for using LiveText are
found at: http://education.lipscomb.edu/page.asp?SID=28&Page=9159.
Your classroom management plan is considered a KEY ASSIGNMENT. This
assignment must be completed satisfactorily to pass the course and it will be uploaded in
to your LiveText portfolio to demonstrate mastery of your program goals. You are
responsible for uploading the assignment to LiveText after the instructor has graded it.
Your final grade will not be posted until this is complete.
Grading and Late Work: Grading criteria for all assignments will be communicated at
the beginning of the course. If you are experiencing circumstances that will prevent you
from turning in an assignment on time, you should notify the instructor immediately via
email, text message, or phone call. Ten points per day an assignment is late will be
deducted unless other arrangements are approved by the instructor.
College of Education Grading Scale
A
94-100
B
86-93
C
77-85
F
0-76
The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon
four categories:
Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge
The first letter of each category provides the theme of Lipscomb's initial and advanced
programs: C.A.R.E. The College of Education believes that this conceptual framework
provides the structure within which all educational programs can sustain a high level of

excellence so that its candidates will be of the highest quality. It is shared widely within
the university and beyond.
Each student will receive a copy of the C.A.R.E Framework. Your LiveText portfolio
will reflect ways in which your program of study fit within this framework.
Academic Integrity:
In keeping with our identity as a Christian University and our goal to help shape lifelong
disciples of Christ, academic integrity will be taken very seriously in this course. Unless
specific permission is given to collaborate on assignments with other students, each
students work shall be his/her own. Cheating on assignments and plagiarizing on written
assignments will, depending on the severity of the case, result in penalties ranging from a
significantly reduced grade on the assignment to failing the course. Instances of cheating
or plagiarism may also be reported to appropriate members of the administration,
depending on the situation. Decisions in these matters rest with the instructor. Please
refer to Lipscombs Code of Conduct and Academic Integrity Policy.
University Evaluations and C.A.R.E Assessments:
It is part of your responsibility as a student to participate in university evaluations and
C.A.R.E assessments of your course and faculty. You will receive an email toward the
end of the course with instructions on how to complete the university evaluations and you
will receive further instructions from your instructor on how to complete the C.A.R.E.
assessments.
Students Requiring Accommodations:
If you require classroom accommodations for a documented disability, please discuss
your circumstances with me immediately. If you are entitled to accommodations but have
not yet registered with the Counseling Center, contact that office at 966-1781
immediately.
Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add
form (available in the Registrar's Office) must be signed by the teacher and processed in
the Registrar's Office before the drop is official. If your name appears on the roster at
grading time and you have not officially dropped the course, a grade will be assigned
based upon the policies outlined in this syllabus.
Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close
offices. However, should an event (weather-related or otherwise) occur that requires
disruption of the entire Lipscomb University class schedule, students will be notified via
multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message
sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather
Information Line (966-1836). For information on possible snow-related closures or late
starts, students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF
and 6-WZTV, and Channel 9 on campus). Students should look for information regarding
Lipscomb University, not David Lipscomb Campus Schools.

APA Format:
Formal papers submitted for graduate coursework should follow American Psychological
Association (APA) for general guidelines, in-text citations of materials, avoiding
plagiarism, and reference pages from the Publication Manual of the American
Psychological Association, Sixth Edition. Each instructor will be provided a desk copy of
APA: The Easy Way!, Second Edition, a simplified guide that has been updated for the
sixth edition (ISBN 0923568964). Students are asked to purchase a copy of this
publication. Other helpful resources for APA guidelines and formatting include the
following websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
College of Education Writing Rubric:
The College of Education has a writing rubric for general use with written assignments.
This rubric is consistent for both undergraduate and graduate programs. Students who
have difficulty with graduate level writing will be asked to do some remediation with the
university Writing Lab.

C.A.R.E.
(Initial)
Lipscombs Teacher education program is committed to preparing educators who
1. Practice their CRAFT in an exemplary manner by
adapting instruction based on assessment data
communicating rationale for choices
thinking reflectively and critically and fostering the same traits in students
successfully integrating current technology to present and enhance instruction
implementing problem solving skills
encouraging and motivating student learning
organizing and managing the learning environment
analyzing situations and making sound decisions
developing and refining a personal philosophy of teaching and learning
adapting instruction to meet needs of diverse learner
using various strategies to effectively convey concepts
2. Possess the following ATTITUDES AND VALUES:
all children can learn
learning is a lifelong process
wellness and a healthy lifestyle is valuable
teachers must teach confidently and enthusiastically
a strong work ethic and commitment to education is important
attention is given to punctual completion of assignments, tasks and duties
initiates on-going professional development and self-improvement
exhibits joy of teaching
coping skills such as flexibility and a sense of humor
3. RELATE to all members of communities within the educational experience to improve student learning
and well-being by
demonstrating a respect for and appreciation of cultural diversity and individual
differences
comfortably and effectively relating to and communicating with all students, parents, and
colleagues
providing opportunities for increased cultural awareness
collaborating and partnering with others to achieve a common goal
demonstrating professional behavior at all times
utilizing community personnel and resources
listening to and appropriately responding to feedback
being a caring teacher
4. Demonstrate ESSENTIAL KNOWLEDGE concerning
the discipline being taught
general knowledge of other disciplines
location and use of resources
developmental stages and learning theories and their impact on teaching and learning
evaluation and assessment tools
understanding and application of current research
planning for short term and long term instruction
appropriate written and verbal communication