Ohio Board of Regents ls program Review and Development 30 East Broad St., 36 Fl 

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Academic Dishonesty, Plagiarism, and Cheating:

The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.

Disability Statement:

Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.

It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.

Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.
Grading Scale:























Below 60


Professional Dispositions:

All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.

Instructor’s Statement:

The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.


Baer, G.T. (1999). Self-paced phonics: A text for education (2nd ed.). Columbus, OH:

Bower, B. (1992). Reading the code, reading the whole. Science News, 141, 138-140.
Carbo, M. (1996). Whole language or phonics? Use Both! The Education Digest, 60-63.
Dahl, K., & Scharer, P., & Lawson, L., & Grogan, P. (2001). Rethinking phonics: Making

the best teaching decisions. Portsmouth, NH: Heinemann.
Flippo, R.F. (1999). What do the experts say? Helping children learn to read.

Portsmouth, NH: Heinemann.
Fox, B.J. (1996). Strategies for word identification: Phonics from a new perspective.

Columbus, OH: Merrill.
Fry, E.B., & Kress, J.E. (2006). The reading teacher’s book of lists: K-12 (5th ed).San Francisco: Jossey-Bass.
Gebers, J. (2003). Books are for talking, too. (3rd Ed.). Austin, Texas: PRO-ED.
Gunning, T.G. (2001). Building words: A resource for teaching word analysis and

spelling strategies. Boston: Allyn and Bacon.
Heilman, A.W. (2002). Phonics in proper perspective. ( 9th ed.). Columbus, OH: Merrill.
Smith, C.R. (1998). From gibberish to phonemic awareness: Effective decoding

instruction. Teaching Exceptional Children, 30 (6), 20-25.
Yopp, H.K. (2000). Supporting phonemic awareness in the young children. The Reading

Teacher, 648-654.


Words Their Way Activities (2) 20%

Storybook Connection Presentation 25%

Midterm 25%

Lesson Plan/Presentation 30%


Week of Content Readings

8/23 Introduction & Course Requirements

Developmental Word Knowledge Bear pp. 1-21

8/25 Words Their Way
8/30 Reading Standards: Foundational Skills

Print Concepts

Emergent Stage of Spelling Bear Chapter 4
9/1 Reading Standards: Foundational Skills

Phonological Awareness

Letter Name-Alphabetical Stage of Spelling Bear Chapter 5

Initial/Final Consonant Blends and Clusters

9/6 Onsets and Rimes and basic patterns

9/8 Short Vowels

9/13 Reading Standards: Foundational Skills

Phonics and Word Recognition

Sight Words

9/15 Consonant Digraphs

9/20 1st Words Their Way Activity Due
9/22 Within-Word Pattern Stage of Spelling Bear Chapter 6

Long Vowels

9/27 Vowel digraph and diphthongs
9/29 OCTEO Conference- No Classes
10/4 Words with Silent “e”
10/6 Review for Midterm

Handout Study Guide
10/11 Midterm Exam
10/13 Fall Break-No Classes
10/18 Reading Standards: Foundational Skills

Intermediate Readers and Writers:

Syllables and Affixes Stage of Spelling Bear Chapter 7

Suffixes and Prefixes
10/20 Syllabication/Multisyllabic Words

10/28 Synonyms/Antonyms
10/25 2nd Words Their Way Activity Due
10/27 Contractions and Compound Words
11/1 Homophones/Homographs
11/3 Reading Standards: Foundational Skills

Advanced Readers: Derivational Stage of Spelling Bear Chapter 8
11/8 Greek and Latin Root Words
11/10 Literature Connection Presentation Due

(See Attached Rubric)
11/15 Literature Connection Presentation Due

(See Attached Rubric)
11/17 Language Standards K-5

Conventions of Standard English
11/22 Language Standards K-5

Conventions of Standard English
11/24 Happy Thanksgiving!!
11/29 Lesson Plan Presentations
12/1 Lesson Plan Presentations
12/5-12/10 Final Exams Week

“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”

EDC324 Diagnosis and Correction of Reading Problems

Spring 2012 Wednesdays: 2:15 – 4:45 PM

Garfield A1

Mrs. Pam Martin

Garfield A7


Office Hours:

M/W: 11:00-12:00

T/F: 9:00-11:00

TH: as requested

Additional office hours upon request
Course Description:

This course involves the assessment of children’s reading problems. Standardized and informal reading assessment tools are demonstrated, discussed and applied in the classroom and individual settings. Once reading difficulties are identified, the course builds on enhancing children’s reading ability through case-based instructional methods and strategies. A written project and portfolio requires the practical application of concepts learned in class.

Education Department Sequence:

This course is taken after EDC 324 and EDC321.

Required Textbooks:

McKenna, M. C. & Stahl, S. A. (2008). Assessment for reading instruction (2nd ed.).

New York: The Guilford Press.

Bader, L. A. (2009). Bader reading and language inventory (6th ed.). Columbus, OH: Merrill.

Optional text:

Crawley, S. J. & Merritt, K. (2007). Remediating reading difficulties (5th ed.). New York: McGraw-Hill.

Course Objectives

The objective and assessment outcomes for this course are aligned with the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).

Knowledge (Learning and Cognition) ~ The pre-service candidate will

  • Gain knowledge of choosing appropriate strategies and materials relating to purpose;

  • Acquire an understanding of concepts, assumptions, debates, and methodologies associated with reading/writing difficulties;

  • Become aware of the various factors involved in reading/writing difficulties;

  • Gain knowledge about various assessment instruments and techniques;

  • Develop skills to collaborate with reading specialists;

  • Recognize the reciprocal relationships of reading, writing, listening, speaking, and viewing;

  • Understand the value of metacognition in reading, writing, listening, and speaking;

  • Become familiar with various textual features so comprehension may be facilitated.

Skills (Effective Teaching) ~ The pre-service candidate will

  • Become aware of early intervention techniques;

  • Appreciate the multiple types of reading necessary to become fluent readers;

  • Acquire the skills to discriminate between well-developed and poorly-developed reading approaches;

  • Recognize the importance of teaching reading as a process rather than a discrete series of skills to be taught through unrelated activities/exercises;

  • Recognize the importance of implementing literacy programs designed to meet the needs of readers;

  • Use and model correct English in oral and written communications

Dispositions ~ The pre-service candidate will

  • Understand and will be sensitive to differences among learners and how these differences influence reading;

  • Develop an understanding of the effect that culture, race, and socioeconomic status can have on the teaching of literacy skills.

Commitment to Diversity: Assignments and daily activities allow pre-service candidates to demonstrate their understanding through a variety of methods. There are multiple opportunities for collaborative group work; and hands-on activities that are intended to put theory into practice, making the content more concrete. Throughout the course pre-service candidates are encouraged to share their individual life experiences in relation to the course content. This helps to build a sense of community while respecting individual similarities and differences.

Commitment to Technology: The content of this course will provide the pre-service candidate the knowledge they need to make appropriate choices in regards to incorporating technology to support the reading process. They will be introduced to a variety of quality websites to aid their depth and breadth of teaching strategies.

Commitment to Reflection: This course requires pre-service candidates to reflect upon student reading behaviors and how specific strategies may help a student's learning outcomes. A great amount of in-depth reflection is required through the implementation of a case study.

Field Experience and Student Teaching Requirements (if applicable):
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