Instructor:  Dr. Sherry W. Powers

Phone:  (270) 745-4452

Office:  364 Tate Page Hall

Email: sherry.powers@wku.edu

Fax:  (270) 745-6435

Home page:  http://edtech.tph.wku.edu/~spowers/
 

Prerequisite:  LTCY 519, LTCY 520, LTCY 521

Course Description: Supervision and development of clinical services with graduate clinicians.  Further investigations in the nature and causes of reading disabilities, and investigation of general and specific principles and approaches to diagnosis.  Learning the process of assistance and supervision of clinicians providing both group and individual tests in diagnosis and reading intervention.

Course Rationale: This course is designed to present clinicians with an introduction to the supervision and development of clinical services in the field of diagnostic assessment and reading intervention research while simultaneously extending their knowledge of the literacy process so that their skills are sufficient to supervise clinicians in making decisions about appropriate tools and strategies for clinical assessment and instruction.  To achieve these goals, clinical supervisors will assist clinicians in becoming reflective of current practices and to adapt and/or modify existing tools and methodologies to provide a good instructional match for each learner.  The clinical supervisors will assist clinicians with data analysis, model effective uses of assessment and appropriate intervention.  Finally, this course will reflect the belief that the most important factor in effective assessment and instruction of literacy is the knowledge base and its application usage by the teacher.  Therefore, clinicians will conduct research in the clinic that focuses on areas of design and implementation of reading/literacy on-going assessment as needed for elementary, middle or high school, or adult individuals who have been identified as experiencing difficulty with reading and/or literacy skills.

Since this course is based on an interactive view of ability and disability, it offers an alternative to the deficit view that continues to predominate in the books and research in reading and writing disability.  Deficit models suggest that the cause of reading or writing difficulties lies entirely within the reader.  Instructional programs based on a deficit model focus primarily on what Sarason and Doris (1979) call the "search for pathology" within the reader.  In contrast, an interactive view suggest that reading or writing disability is a relative concept, not a static state, and that the problem often lies in the match between the learner and the condition of the learning situation.  A focus on the process of evaluating the existing match and identifying an optimal match between the learner and the instructional context will be used throughout this course.

Text(s):
    Lipson, M.Y. & Wixson, K.K. (2003). Assessment and instruction of reading and writing disability (3rd Ed). NY:  Allyn & Bacon.

    Woods, M.L., & Moe, A.J.  (1999). Analytical reading inventory (6th Ed.).  Englewood Cliffs, NJ:  Merrill/Prentice-Hall.

AND

Selected articles and texts agreed upon by the student and the professor.

 
  Core Objectives (Core Assessment):
A. Assessment
        1.  Ability to administer, score, and interpret both norm-referenced and  curriculum-based measures to assess reading achievement (Assessment and Reports)
        2.  Interest and Motivation
                 a.  ability to use interest inventories to assess and plan developmentally appropriate student learning in reading
                 b.  understanding of effect of motivation on assessment (Assessment and Reports)
        3.  Hearing and Visual Acuity
                 a.  accurate use of Vision Screening Instruments (Assessment and Reports)
        4.  Adaptive Behaviors
                 a.  Knowledge of assessment for students' independent functioning and social responsibility (Exams and Reports)
        5.  Receptive  Language
                a.   ability to assess expressive and receptive language in reading and writing activities (Assessment and Reports)
        6.  Emergent Literacy
                 a.  ability to administer, score, and interpret both norm-referenced and curriculum-based measure to assess emergent literacy (Assessment and Reports)
        7.  Attention Deficit Disorders
                 a.  knowledge of assessment for attention deficit/hyperactivity disorders (Assessment and Reports)
        8.  Phonological Awareness
             a.  ability to assess various levels of phonemic awareness (Assessment and Reports)

B. Planning
        1.  Individual Reading Programs (IRP)
                 a.  knowledge of assessment tools for developing Individual Reading Plans (Reports, Exams)
        2.  Short-term Objectives
                 a.  ability to define short-term objectives based on individual assessment (Assessment and Reports)

C. Implementation
        1.  Parent Conferences
                 a.  ability to conduct parent conferences as a follow-up to assessment (Observation, checklists, conference plan)

D. Evaluation
        1.  Progress in deficit areas
                 a.  understanding of evaluation as an on-going process, not a one-time activity
                 b.  ability to use interviews, observational and informal assessment procedures to plan and monitor developmentally appropriate student learning in literacy (Assessment and Reports)
        2.  Instructional Programs
                 a.  ability to evaluate instructional programs as needed for diagnostic decision making (Assessment and Reports)
        3.  Materials, Media, and Equipment
                 a.  understanding of characteristics, strengths, and weaknesses of various assessment instruments (Assessment and Reports)
        4.  Applications to Real-life Situations
                 a.  ability to apply principles of test construction and evaluation to development, selection, and use of instruments for assessment purposes
                 b.  ability to cooperate with appropriate allied professionals in assessing and planning for students with severe reading deficiencies
                 c.  ability to follow appropriate procedures for referring severely disabled students to agencies and professionals for in-depth assessment as appropriate (Assessment and Reports)

E. Language-Related Topics
        1.  Linguistics and Linguistic Variations
                 a.  understanding that language is a symbolic system representing concepts and feelings
                 b.  understanding of the relationship of graphophonemic, morphemic, syntactic, and semantic systems of language to the reading process
                 c.  respect of linguistic/dialectal variations in culture (Assessment and Reports)
        2.  Cognitive Bases for Learning
                 a.  understanding the role of prior knowledge/experience in learning new information
                 b.  understanding the modes of thought (e.g., analytical thinking, critical thinking, and divergent thinking) operative in the   reading process (Assessment and Reports)

F. Human Behaviors
        1.  Cognition
                 a.  understanding the role of prior knowledge/experience in learning new information
                 b.  understanding the role of metacognition in reading and learning
                 c.  understanding the modes of thought (e.g., analytical thinking, critical thinking, and divergent thinking) operative in the reading process (Assessment and Reports)
        2.  Individualized Testing
                 a.  selection and administration of appropriate tools for individualized considerations (Assessment and Reports)
        3.  Multiple Causes of Reading/Learning Difficulties
                 a.  ability to identify patterns of behavior which might indicate physical, social, emotional, or intellectual impediments of progress toward reading maturity (Assessment and Reports)
        4.  Attention Deficit Disorders
                 a.  ability to identify patterns of behavior which might indicate physical, social, emotional, or intellectual impediments of progress towards reading maturity (Assessment and Reports)
        5.  Intent/Motivation
                 a.  ability to use interest inventories to assess and plan developmentally appropriate student learning in reading
                 b.  understanding of effect of motivation on assessment (Assessment and Reports)

G. Curriculum
        1.  Diagnostic Teaching
                 a.  use of sample lessons to determine ability to utilize various reading strategies (e.g., story mapping, QAR's, context clues) (Assessment and Reports)
 

KERA Elements/Context Addresses
 Goals and Valued Outcomes
 Performance Tasks
 Primary Program (Seven Attributes)

TOPICS

Supervision of Clinicians during Diagnostic and Intervention Services
Steps in Conducting a Reading Diagnosis
Factors Impacting Literacy Acquisition
Personal History and Background Information
 Parent Forms
 Teacher Forms
 School Release Form
Parent and Student Interviews
Peabody Picture Vocabulary Test
Informal Reading Inventory
 Graded Word Lists
 Graded Oral Reading Passages
 Graded Silent Reading Passages
 Listening Passage
Literacy Concepts
Qualitative Spelling Inventory
Writing Sample
Written Language Expression Checklist
Vision Screening
Auditory Discrimination Test
Sentence Completion Inventory
Report Writing
 
 
 

Professionalism, Attendance, Participation, Collegiality
Regular attendance and participation in class are mandatory! This also includes punctuality, participation, collegiality, effort, etc. More than one unexcused absence for the course may result in the lowering of your final grade. If you miss a class you are responsible for the work missed. Two unexcused tardies (arriving late or leaving early) in class amount to one unexcused absence from class. A formal doctor’s excuse must be presented to the instructor for excused absences from class.

It is expected that Clinical Supervisors will dress professionally for class and during the clinic sessions.  Clinical supervisors will assist the professor in providing written and oral feedback to clinicians and the professor.  They will work under the guidance and supervision of the professor during each clinic session and during class.  It is expected that clinical supervisors will work under the supervision of the literacy clinic instructor/director and assist with all functions and tasks involved in the set up, weekly activities, instruction, and evaluations involved in directing the literacy clinic.

Required Readings
It is expected that you will read and reflect on all required readings prior to each specified class listing on the course calendar. 

Required Sessions

It is expected that you will attend all scheduled LTCY 520 & LTCY 521 classes and clinic sessions during the fall and spring semesters.  In addition, it is expected that the clinical supervisors attend all schedule planning sessions, one-on-one conferences, and class sessions for LTCY 695.  These dates and times will be set up each semester at a mutually agreeable time with the instruction.

Assignments
It is expected that ALL assignments will be submitted on their due dates. Late assignments will be penalized 20% of their possible point value if submitted within two consecutive days of their due date. Further penalties will be assessed for assignments turned in beyond that point. During the semester a date will be announced in class stating the last day in which late work can be submitted for a grade in the course. This policy is instituted primarily to prevent students from becoming overloaded at the end of the semester.

It is expected that you will read and reflect on required course readings prior to each specific class session. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners strategies for reading in the content areas.  NOTE:  All assignments will be graded for content and mechanics. Course assignments must be typed and meet the criteria given.  Work that does not meet the criteria will not be accepted.

Keep a copy of all assignments. If an assignment is lost, the burden of proof that you completed the assignment
rests with you.

Evaluation and Grade Assignment

Assessment will include written assignments, cognitive tests, performance events, as well as the ability to implement appropriate literacy assessment and analyze data to provide a diagnosis for the implementation of appropriate literacy intervention and instruction. The student must achieve minimum competency, otherwise the course must be repeated.

Final grade LTCY 520 will be based on a 350 point scale:

Grade            Percentage               Points

A                93-100%                     325-350

B                 85-92%                       297-324

C                 77-84%                       269-296

D                 70-76%                      245-268

F                 69% or below              244 or below
 
 

Research Project (150 points)

 Rationale:  Clinicians will plan and initiate a research study that includes a review of the literature that examines or explores one of the contemporary issues associated with effective literacy assessment, causes of reading difficulties or paradigm changes that have affected how educators view assessment and instruction.  They will develop the research methodology, implement the study, analyze data, report findings, and develop implications for instruction and further research.  The final report will be developed into a manuscript suitable for review and publication in a scholarly and professional literacy journal.  It is anticipated that students will be afforded the opportunity to present their research at a professional literacy conference.

The students are to utilize the APA style for formal writing and limit the paper to 20 pages. The research paper outline/format is provided in the Appendix of the syllabus. The student will begin the project during the fall semester and the final report will be submitted by the end of the spring semester.

Before implementing the research project, clinicians will submit a maximum five to ten page, twelve font type written and double-spaced prospectus identifying the research questions and topic, a brief review of the literature, and the design or methodology proposed for the study.  This prospectus will not be graded, but will be used for feedback in a meeting with the instructor.  Further information will be provided in class by the instructor.

Clinical Supervision of Clinicians and Clients (75 points)

Under the supervision of the professor, clinical supervisors will assist the instructor in weekly observations and evaluations of clinicians.  Confidentiality in matters related to clinicians and clients is expected at all times.  Clinical supervisors will provide written and verbal feedback to the clinicians of their continued progress and performance with the client.  Copies of the written feedback will be given to the instructor and discussed during follow up sessions with the clinical supervisors.  Further information will be provided in class by the instructor.

Modeling Assessment and Intervention Practices (75 points)

Clinical supervisors will assist the instructor in modeling assessment and intervention practices that clinicians will utilize in the literacy clinic.  This will involve modeling and instruction during whole group, small group, and one-on-one settings.  Further information will be provided in class by the instructor.

Literacy  Workshops (50 points)

Clinical supervisors will assist the instructor in planning and implementing parent workshops designed to prepare parents, guardians, and/or adults to work with children who struggle with reading and writing.  Further information will be provided in class by the instructor.

  Due to the nature of the course objectives and assignments,  due dates will be set by the professor with each student on an individual basis.

There will be no formal midterm or final examination for this course.

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Plagiarism Policy:
To represent ideas or interpretations taken from another source as one's own is plagiarism.  Plagiarism is a serious offense.  The academic work of students must be their own.  Students must give the author's) credit for any source material used.  To lift content directly from a source without giving credit is a flagrant act.  To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism.  For more information see:  http://www.indiana.edu/~wts/wts/plagiarism.html
 

Disability Accommodations Statement:
"Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter Hall.  The OFSDS telephone number is (270) 745-5004 V/TDD.  Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services.

Website Address: (for your resource file)

Teacher-oriented sites:

Kentucky Department of Education: http://www.kde.state.ky.us

International Reading Association: http://www.reading.org

Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown

ERIC Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html

Booklist (reviews): http://www.ala.org/booklist/

Child-oriented sites:

Kids on the Web: http://www.zen.org/~brendan/kids.html

Jan Brett’s Home Page: http://www.janbrett.com

Ann Arbor District Library Kid’s page: http://www.anarbor.lib.mi.us/kidspg/kidspgw.html

K-12 English: http://www.ceismc.gatech.edu/BusyT/eng.html

English literature and composition resources on the Internet: http://www.iat.unc.edu/guides/irg-30.html

Supplementary Resources:

Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.

Allington, R.L. (2002).  Big brother and the national reading curriculum.  Portsmouth, NH; Heinemann.

Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. New Jersey: Boynton/Cook.

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004).  Words their way: Word study for phonics, vocabulary, and spelling                 instruction.  Columbus, OH:  Merrill Prentice Hall.

Delpit, L. (1994). Other people’s children: Cultural conflict in the classroom. NY: New Press.

Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.

Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. CA: Jossey-Bass Publishers.

McKenna, M.C., & Stahl, S.A (2003).  Assessment for Reading Instruction.  New York, NY:  Guilford Publications, Inc.

Oakes, J. (1985). Keeping track: How schools structure inequality. NY: Yale University Press.

Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman and Littlefield.

Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998). Secondary school literacy instruction: The content areas. Boston: Houghton Mifflin Company.

Santa, C.M., & Alvermann, D.E. (1991). Science learning: Processes and applications. Delaware: International Reading Association.

Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy and learning across the curriculum. New York: Harper Collins College Publishers.

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