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Graduate School of Education and Human Development
Curriculum and Pedagogy (CPED)
Practicum 1: Reading Diagnosis, Assessment and Solutions
Practic1 Readng Diagnos Assess
Candidates learn advanced diagnostic and assessment procedures to determine specific difficulties associated with printed-text reading, generate diagnostic profiles, and make instructional recommendations. Data are collected from children who struggle with printed texts; and, from those data, case studies are developed with implications for instruction.
By the end of the course, participants will be able to: • Clearly articulate for educators and others current literacy research and theories and how such theories and research relate to teaching literacy and its relations. • Administer diagnostic assessments of students’ literacy abilities using appropriate research-based instruments. • Support other educators through professional development about assessment and its application to specific instruction that meets the needs of children. • Incorporate collected assessment data to design a case study and plan related and meaningful concept-oriented literacy instruction. • Implement relevant literacy instruction that incorporates researched-based instructional strategies and domain-specific concepts. • Compile, organize, analyze, and clearly report case study data using scientific approaches • Make precisely aligned, substantive, and constructive feedback to other educators and peers about various literacy education issues.
Uploaded a Course Syllabus
Course Overview The first practicum is a mid-program experience for literacy and reading candidates. Candidates demonstrate abilities to use advanced diagnosis and assessment approaches and translate literacy education research into practice. Coursework centers on actual supervised work with children who struggle with reading printed texts and allows candidates to provide evidence of their diagnostic, assessment, and teaching skills and strategies. Working collaboratively in teams, candidates use their data to construct class-wide reports. Candidates must complete at least 9 credit hours of graduate level coursework in their program of study to take this course. This course is designed to meet the goals of the GW School of Education regarding bridging concepts and principles. The cycle of study meets GSEHD’s Mission of Educational Leadership, Reflective Practice, Research and Scholarship and Community Service. Further, the course is framed with framed by the International Reading Association (IRA, 2010) Standards for Reading Professionals. The bridging concepts and standards are integrated into the course activities and assignments.
Rationale for content and title change: This title and content change aligns with the explicit IRA (2010) accreditation requirements for practicum credit hours and assessment. Moreover, it addresses instructional issues resulting from diagnosis and assessment. Candidates learn advanced diagnostic and assessment procedures to determine specific difficulties associated with printed-text reading, generate diagnostic profiles, and make instructional recommendations. Data are collected from children who struggle with printed texts; and, from those data, case studies are developed with implications for instruction.