• Online - no travel to campus required
• Next sessions:
  RDGED 707 January 19 - April 17, 2009
  
• 3 graduate credits

A practicum in teaching elementary or secondary students with reading difficulties. Assessment of the reader's strengths and needs is followed by the implementation of individualized instruction designed to assist the child in becoming a better reader. (You will assess and instruct a student in your local community.)

The Practicum in Reading Difficulties is the final course in the course sequence for reading teacher certification (WI 316) and requires instructor approval to register.

1. RDGED 701 Developmental Reading K-12
2. RDGED 702 Reading in the Content Areas K-12
3. RDGED 703 Children's Literature in the Reading Program (gr. K-5)
   or
   RDGED 704 Young Adult Literature in the Reading Program (gr. 6-12)
4. RDGED 706 Assessment and Evaluation of Reading and Language Development
5. RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties
6. RDGED 707 Practicum in Reading Difficulties

A struggling reader in grades 3-12 will be instructed based upon criteria explained during the first week of the course. Following assessment and interpretation of the assessment results, you will determine learning outcomes, develop and teach twelve lesson plans. Selected lesson plans will be video taped and submitted to the instructor. At the conclusion of your twelve lessons, a summary of assessment and instruction will be compiled and submitted to the instructor.

You will participate in the practicum discussion with other participants using your home or work computer without having to drive to campus, and you will have frequent personal contact with the instructor via email and/or telephone.

Required Textbooks: Readings will be assigned from all of the following textbooks:

1. Caldwell, J. S., and Lesley, L. (2006). Qualitative reading inventory –4. Book and CD. New York: Pearson Allyn and Bacon. ISBN 0-205-44327-3 (Also used in RDGED 706 Assessment and Evaluation).

2. Caldwell, J.S., & Lesley. L. (2009). Intervention strategies to follow informal reading inventory assessment: So what do I do now?, 2/E New York: Pearson Allyn & Bacon. ISBN-13: 9780205608553 Estimated Availability: 08/01/2008
   (Used also in RDGED 705 Instructional Techniques and RDGED 706 Assessment and Evaluation)
   
   
3. Crawley, S., and Merritt, K. (2008). Remediating reading difficulties. 5th ed. McGraw Hill ISBN: 978-0-07-313109-2  This new book is available as an e-book. You may purchase and download the pdf of the book to your computer for $29.89. Go to: https://ebooks.primisonline.com  Call
   1 800 062-9342 with questions regarding accessing the textbook as an e-book.
   To order the book in soft cover format for $52 contact www.amazon.com  
   
   
4. Fox, B. (2004 or 2008 edition). Word identification strategies -- Phonics from a new perspective. Upper Saddle River, NJ: Prentice Hall. 2004 ISBN 9780131100992 or 2008 ISBN 13.978-0-13-156130-4. (Available used from amazon.com) (Used also in RDGED 705 Instructional Techniques)
   
   
5. McCormick, Sandra. (2007). Instructing students who have literacy problems. Upper Saddle River, NJ: Merrill Prentice Hall ISBN 13: 9780131718791 (Used also in RDGED 705 Instructional Techniques and RDGED 706 Assessment and Evaluation) The 4th Edition (2003) may be used.
   
   
6. National Institute for Literacy (NIFL) booklet entitled: Put reading first: The research building blocks for teaching children to read  (Used also in 701 Developmental Reading and 705 Assessment and Evaluation). Download and copy 56 pg. booklet.
   black and white PDF (640 KB) version or color PDF (1.25 MB)
   
   
7. Shea, M. (2006). Where’s the glitch? How to use running records with older readers, Grades 5-8. Book and CD. Portsmouth, NH: Heinemann ISBN 13:978-0-325-00849-3. Order the book with the accompanying CD http://books.heinemann.com/products/E00849.aspx

Content Outline

Choosing A Client
Module 1: Struggling reader characteristics and factors to be considered.
Module 2: Principles of effective intervention programs. Practicum forms and assessments. Criteria for choosing a client.

Assessment of Client
Module 3: Determination of client. Collection of background information and administration of assessments.
Module 4: Interpretation of results and determination of learning outcomes. Clinical learning environment including instructional components and materials.
Module 5: Choosing leveled materials. Before, during, and after reading comprehension activities. Effective instructional practices – word recognition and writing to support reading.

Delivery of Lesson Plans
Module 6: Effective instructional practices: Administration of running records, prompting, miscue analysis and vocabulary development.  Begin lessons with recordings of selected sessions.
Module 7: Effective instructional practices: Fluency and comprehension.  Course requirements: Learning Assessment and Instruction Profile  
Module 8:  Ongoing assessment to guide modification of instruction through running records. Course requirements:  Lesson plan evaluation form and strategy presentation.
Module 9: Course requirements:  Assessment of client to determine attainment of outcomes and development of UW-Stout Professional Reading Teacher Portfolio 
Module 10: Presentation of a successful instructional strategy based upon self evaluation of lessons. Course requirements:  FAQ Reading Certification Program.

Course Reflections
Module 11: Submission of Learner Assessment and Instruction Profile, UW-Stout  Professional Reading Teacher Portfolio and Licensure Approval Form and other required licensure forms.

Evaluation

Each student’s participation and performance in class will be evaluated on the basis of rubrics created for the activities described below. The percentages that follow each activity represent the weight used in determining the final grade.

1. Discussion responses in modules 1-10 related to course content. (20%)
2. Develop, implement and submit 12 lesson plans which contain the following information for each lesson activity:  Description and purpose related to the child’s learning outcomes, materials utilized, procedures indicating what the tutor and child will do, evaluation of how each activity worked and how instruction will be altered to better meet the needs of the learner during the next session. Video or audio tapes of lesson plans 3, 6 and 9 are to be submitted to the instructor within one week after the delivery of the lesson recorded. (48%)
3. Development of a strategy presentation which presents a successful instructional strategy utilized in your lessons that impacted the attainment of one or more of  your client’s learning outcomes. (8%)
4. Written summary of assessment and instruction including the following sections: Background, Assessments Administered with Results, Summary of Results and Learning Outcomes, Results of Instruction that Supported Attainment of Learning Outcomes, and Recommendations. (20%)
   
5. Compilation of an artifact from each of the courses in the UW-Stout 316 Reading Teacher Certification Program in a Professional Reading Teacher Portfolio.  (4%)
   
   

Grading Scale:                 

Learning Outcomes
Upon completion of this course, students will be able to: Upon completion of the course, students will be able to:

1. Interpret background and assessment information of an individual with reading disabilities to determine measurable learning outcomes that define what the child is able to do as a result of instruction. (WI DPI: 4.1, 4.2, 6.1, 6.2, 6.3, 6.4) (IRA: 1.1, 3.1, 3.2, 3.3, 4.1)

2. Evaluate and select appropriate instructional interventions for the literacy remediation based upon the assessed needs of the child. (WI DPI: 2.1, 2.2, 2.3, 5.3, 6.1, 6.2, 6.3) ( IRA: 1.4, 2.2, 2.3, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4)

3. Analyze variables in performance using ongoing assessments to modify instruction and meet the needs of the child.(WI DPI: 2.3, 4.1, 4.2, 6.2, 6.3) ( IRA: 2.2, 2.3, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4)

4. Formulate a clear, concise and accurate report of assessment results delineating proficiencies and difficulties, reading, writing, and spelling developmental levels, measurable results of instruction in attaining learning outcomes and recommendations of research-based instructional strategies for use at school and in the home to strengthen the child’s literacy. (WI DPI: 4.2, 5.2, 6.2, 6.4) ( IRA: 2.2, 2.3, 3.2, 3.3, 3.4, 4.2)

Alignment with State and National Reading Standards
This class will help participants meet the International Reading Association’s Standards for Reading Professionals (IRA 2003) and the Content Guidelines for Reading Teachers State of Wisconsin – DPI (p. 180) by addressing standards listed in parenthesis below.

Prerequisites:

**Prerequisites: RDGED 706 Assessment and Evaluation of Reading and Language Development and RDGED 705 Instructional Techniques For Assisting Students with Reading Difficulties )

Hardware and Software Requirements

What are the minimum technology requirements?

Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.

Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.

If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.

• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3

Take a few minutes to review the Frequently Asked Questions, (FAQs).

Instructor:
Dr. Carolyn Heitz - background information

REGISTRATION:
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option during fall and spring semester (not available during summer session). Refund policy

Enrollment is limited to twenty participants; register online .

Request Information Online

Contact: soeonline@uwstout.edu
School of Education Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
phone: (715) 642-0209 or 715-232-2253

Orientation Activities
Review the Student Expectations and Responsibilities and Academic Expectations and Dishonesty Policy .