Diagnostic and Instructional Interventions in Reading
Course Description:Formal & informal methods (standardized norm-referenced, criterion-referenced, performance assessment) & materials used to identify reading strengths and needs of students. Case studies will be completed to demonstrate ability to diagnose & correct reading difficulties. Topics include assessments that address all elements of reading (comprehension, word recognition, phonemic awareness, phonics, fluency, vocabulary & concept development, etc.). Major emphasis on reading problems diagnosis, assessments administration, evaluation of results, & planning instruction/interventions to correct or remediate. 10 hours of participation and teaching required.
RED 3009, RED 3311 or RED 3360, RED 4312
Required textbooks/ course materials:
Suggested: Opitz & Erekson. (2019) Understanding, Assessing, and Teaching Reading: A Diagnostic Approach, 8/e, Pearson. ISBN: 9780135175552
See your Instructor First Day Handout for individual instructor assignment schedule.
Discipline-level learning outcomes:
E – 1 Designs and plans effective instructional lessons.
E – 2 Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.
E – 3 Delivers and facilitates effective instruction.
E – 4 Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.
E – 5 Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning.
E – 6 Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.
Course-level learning outcomes:
|Course-level student learning outcomes||Discipline-level learning outcomes||Assessment methods|
Assess and articulate current functioning level of reading in order to analyze assessment and develop instruction
Support diversity during planning and delivering of reading instruction through flexible grouping, cooperative learning, and peer-tutoring approaches
Apply knowledge of the cultural characteristics of Florida’s LEP population to enhance instruction, apply current and effective ESOL teaching assessments, methodologies, create and demonstrate instruction
Select and articulate techniques for scaffolding instruction for children having difficulty in each of the five components of SBRR (Scientifically Based Reading Research) and apply practices and materials for accelerating language and literacy development
Evaluate assessment data to demonstrate instruction, monitor progress, address responsiveness to treatment, and to modify, differentiate, and individualize instruction
Task CC1G - RU
Task CC1G - RU; Task CC1F - RU
Task CC1G - RU
Task CC1E - RU
Task CC1E - RU
Means of accomplishing learning outcomes:
- Attend and participate in class regularly.
- Read all assigned material before class.
- Study in-class notes and on-line (Canvas) materials.
- Complete assigned projects in a timely manner to enable reflections and revisions on the final product.
- Seek opportunities to practice teaching skills through tutoring and substituting in K-12 schools.
- Collaborate with peers and other professionals.
College-wide policies and resources
For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.