Course Number and Title:
SPE 301 Diagnosis and Instruction for Reading/Literacy
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course addresses the development of diagnostic insights and corrective strategies for struggling readers and writers in grades K-6. Teacher candidates learn to utilize assessments for the purposes of screening, diagnosing difficulties, monitoring progress, and evaluating instruction. An emphasis on supporting and targeting individual student needs through research-based practices will equip the teacher candidate to effectively meet the instructional needs of diverse learners at various developmental levels.
Core Course Performance Objectives (CCPOs)
1.Analyze the developmental process of reading. (CCC 1, 5; PGC 5)
2. Examine the purposes for literacy assessment including screening, diagnosing, progress monitoring and measuring outcomes. (CCC 1; PGC 4)
3. Utilize diagnostic assessments to identify and target developmental literacy needs. (CCC 2; PGC 4)
4. Use assessment data to drive instructional decisions. (CCC 3, 4; PGC 1, 2, 5, 6)
5. Examine the effect learning disabilities have on the developmental process of reading. (CCC 2; PGC 1,7)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
1.Analyze the developmental process of reading
- Describe the reading stages and writing stages
- Identify contextual factors which influence literacy development
- Explain the evidence-based components of reading instruction (e.g. phonics, phonological awareness, fluency, vocabulary, comprehension).
- Examine current research and trends in assessing and instructing reading development in diverse learners.
2. Examine the purposes for literacy assessment including screening, diagnosing, progress monitoring and measuring outcomes.
- Identify formal and informal assessments used to screen, diagnose, and progress monitor literacy development.
- Describe the benefits of formative and summative literacy assessments.
- Explain the relationship among assessment, instructional planning, and instruction in literacy development.
- Explain how bias, reliability, validity, and confidentiality impact literacy assessments.
- Communicate assessment purposes and results with students, families, and colleagues.
3. Utilize diagnostic assessments to identify and target developmental literacy needs.
- Identify diagnostic assessments of literacy development.
- Recommend diagnostic literacy assessments in case studies.
- Interpret and use assessment data to analyze individual student performance and progress, and apply the results to instruction.
- Identify patterns in classroom literacy data to plan whole-group and small-group instruction to a diverse group.
4. Use assessment data to drive instructional decisions
- Using data, apply research-based instructional practices, approaches, methods, and materials that support reading and writing instruction for all students.
- Use software and other technology to meet individual needs by assessing students, planning targeted instruction, and keeping records.
- Discuss how to align literacy standards with appropriate assessments and instructional strategies.
- Explain the importance of collaborating with colleagues and families to equitably provide accommodations to meet Individualized Education Plan goals in reading, writing, listening and speaking.
- Plan for differentiated instruction to address the individual needs of diverse learners with and without disabilities.
- Explain the importance of collaborating with colleagues to administer, interpret and use assessment results to make instructional decisions in reading and writing.
5. Examine the effect learning disabilities have on the developmental process of reading.
- Research the impact learning disabilities have on literacy development.
- Discuss case studies of students with disabilities and how the disabilities impact literacy learning.
- Identify strategies for targeted literacy instruction for students with varying developmental needs, backgrounds, and cultures.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Literacy & Exceptionalities Research Paper Final Draft (Summative) | 25% |
Course Reflection (Summative) | 10% |
Lesson Plans (Language Instructional, IEP-ESR Reading, IEP-ESR Writing) (Summative) (Lesson plans weighted equally) | 30% |
Data Considerations For Families (Summative) | 15% |
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities
| 20% |
Total | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.