Maricopa Community Colleges  EDU275   20044-20066 
Official Course Description: MCCCD Approval: 03/23/04
EDU275 20044-20066 LEC 3 Credit(s) 3 Period(s)
Diagnosis and Remediation of Reading for K-12
Fundamentals of diagnosis and remediation of reading problems for K-12. Administration, analysis and interpretation of informal diagnostic procedures and use of assessment results in planning a program of remediation. The Diagnostic Teaching of Reading emphasized. Prerequisites: EDU270AA or EDU270AB, and must hold a provisional or standard elementary, secondary or special education teaching certificate.
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MCCCD Official Course Competencies:
 
EDU275   20044-20066 Diagnosis and Remediation of Reading for K-12
1. Explain the reading process. (I)
2. Explain theories and principles on which effective reading instruction is based. (I)
3. Describe the fundamentals of diagnosing reading behaviors. (I)
4. Summarize theories and principles on which effective reading assessment is based. (I)
5. Describe the concept of emergent literacy and acquisition of the concepts of print. (II)
6. Analyze informal tools for assessment of early literacy acquisition. (II)
7. Summarize effective instructional techniques for development of early literacy. (III)
8. Summarize the use of informal reading behavior assessment and inventories. (IV)
9. Analyze and interpret the results of informal reading behavior assessments and inventories. (IV)
10. Summarize effective instructional techniques that focus on the development of reading strategies for processing print. (V)
11. Summarize effective instructional techniques that focus on the development of reading strategies for processing meaning. (VI)
12. Explain a program of remediation based on evaluation of assessment results. (I-VI)
13. Evaluate lessons or instructional routines based on the results of diagnostic assessment. (I-VI)
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MCCCD Official Course Outline:
 
EDU275   20044-20066 Diagnosis and Remediation of Reading for K-12
    I. Reading Process
        A. Theories and Principles of Effective Instruction
        B. Diagnosis of Reading Behaviors
        C. Theories and Principles of Reading Assessment
      II. Emergent Literacy
          A. Concepts of Emergent Literacy
            1. Emergent Conventions of Print
            2. Language Components of Phonology, Morphology, Semantics, and Syntax
            3. Syntactic, Semantic and Graphophonic Cue Systems
          B. Informal Tools of Assessment
            1. Conventions of Print
            2. Phonemic Awareness and Phonics
            3. Sight Words
            4. Running Record and Miscue Analysis
          C. Analysis and Interpretation of Informal Assessment Results
        III. Instructional Techniques
            A. Phonemic Awareness and Phonics
            B. Generalizations of Phonics and Structural Analysis
            C. Syntactic, Semantic, and Graphophonic Cues
          IV. Informal Reading Inventories
              A. Fundamentals
              B. Administration
                1. Attitude and Interest Surveys and Inventories
                2. Parent, Student, Teacher Interviews
                3. Print Processing Assessments
              C. Analysis
              D. Follow-Up
            V. Processing Print
                A. Instructional Techniques
                B. Word Attack Strategies
                C. Sight Vocabulary
                D. Fluency
              VI. Processing Meaning
                  A. Reading Process
                    1. Schema Theory
                    2. Metacognition
                  B. Instructional Techniques
                    1. Vocabulary Building
                    2. Guided Reading
                    3. Study Skills
                    4. Writing
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