RED 6990
Course Title: Foundations of Reading Assessment
Course Credit Hours: 3 semester hours
PURPOSE OF COURSE:
RED 5990/6990 is designed to provide an exploration into the theory and practices of informal reading assessments appropriate for the K-12 classroom teacher. During this course, students will administer, analyze, and interpret a variety of informal reading assessments in their respective classrooms. Students will identify a struggling reader, develop a remedial, individualized plan based on the student’s reading needs, and provide immediate intensive instruction based on data from the informal assessments previously administered in the class.
Using the Teach-Practice-Apply model, specific informal reading assessments will be demonstrated, practiced, and interpreted to insure mastery of all assessment tools for each reading component (phonemic awareness, phonics, fluency, vocabulary, comprehension). Additionally, instructional strategies targeting the five reading components will be used in immediate, intensive reading instruction by the candidate.
STUDENT LEARNING OUTCOMES:
Students will demonstrate proficiency in the following areas:
- Understand the role of assessment-driven instruction.
- Recognize cognitive, affective, and physiological issues relating to reading.
- Understand literacy development stages and appropriate reading assessments by creating a
- Determine appropriate reading assessments that evaluate specific components of reading by evaluating several Case Studies and completing the required assignments.
- Interpret formal assessment data including norm-referenced and criterion-referenced tests by developing a Measurement Report.
COURSE TEXT/MATERALS:
- McKenna, M. C., & Stahl, S. A. (2003). Assessment for reading instruction. New York, NY: The Guildford Press
- Gredler, M. E., & Johnson, R.L. (2004). Assessment in the literacy classroom. New York, NY: Pearson Education Inc.
- TK20 Subscription available directly at http://uwf.tk20.com or through the UWF campus bookstore - Student Access Kits (ISBN 0-9774408-1-8)
- Additional required readings embedded with the course
MAJOR ASSIGNMENTS:
- Participation: Each lesson has required Discussion assignments. The Discussion requires students to read, research, and respond to content information presented in the text and lesson. (10 points)
- Quizzes: 4 quizzes will be given during the semester. Quizzes will assess your knowledge of content material found in the lessons and supporting texts. Quizzes will be timed and taken online. Check the course calendar for quiz dates. (20 points)
- Case Study: The Case Study has three components: Assessments, Immediate Intensive Instruction (III) and Presentation. (40 points)
- Assessment: You are required to conduct a series of informal assessments with one student. You will administer, analyze, interpret, and report all findings in a Case Report. The assessment protocol will include an assessment on each of the five reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension).
- Immediate Intensive Instruction: The Case Report will also include a detailed immediate intensive instructional plan. You are required to develop a literacy program based on the identified needs of your tutee. You will provide remedial instruction targeting Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension where literacy skills (speaking, listening, reading, writing, viewing, and creating) are integrated into the lessons.
- Presentation: Prepare a multimedia presentation outlining your Case Study project.
- Activities. You will complete 6 activities in this course. Specific details and supporting documents (templates, directions, due dates, etc.) are provided within the D2L course. Lesson activities include (30 points)
- Assessments and Case Studies: Finding an appropriate match
- Student Support Team report
- Measurement Report
- Measurement brochure (for parents)
- Portfolio Assessment Framework
- ESL T-Chart