Reading Practicum

Course Code:

Credit Hours:

Effective beginning:



Course Description:
Classroom application of knowledge of reading development to reading instruction with sufficient evidence of increased student reading proficiency for struggling students, including students with disabilities and students from diverse populations. Current background check (fingerprinting) acceptable to the district in which the field experience will take place. 30 hours of observations/practice in local school classroom is included.


Course Details


RED 3009, RED 3311 or RED 3360, RED 4312, RED 4519



Casey Dowgul


Required textbooks/ course materials:

CORE Assessing Reading:  Multiple Measures, 2/e, Honig.  ISBN: 9781634022439


Assignment/course outline:

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 outcomesDiscipline-level learning outcomesAssessment methods

Assess student knowledge and interest in reading.

Articulate reading strengths and needs of identified student based on knowledge of reading components.

Interpret pre-existing literacy data and school information to articulate recommendations for effective reading instruction.

Apply pre and post assessments and data analysis to monitor student progress and plan instruction.

Create standards-based goals for differentiated instruction utilizing increasingly complex print and digital text.

Develop and implement research-based reading lessons that build upon the student’s strengths and assist in overcoming identified, data-driven weaknesses.

Apply intervention strategies based on assessments to expand reading power for a struggling reader.


Task CS – RU

Task CS - RU

Task CS - RU

Task CS - RU

Task CS - RU

Task CS - RU

Task CS - RU


Means of accomplishing learning outcomes:

The course instructor will be delivering course content through class discussions on the material using various visual aids. Students are expected to be attentive and are encouraged to ask questions. In-class teaching strategies may include: participation, demonstrations, lecture, presentations, critical thinking and cooperative groups. Student attendance and participation is expected. Students are expected to read all assigned material before class and complete assigned projects in a timely manner to enable reflections and revisions on the final product.


Printer-friendly Version:

Download Syllabus


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.

Policies & Resources