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



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CASE STUDY- At least two (2) hours per week


You will be working with at least one student as a case study throughout the semester, ideally a student in Project MORE at Maple Elementary. The case study is a good opportunity for you to apply theory to practice in reading diagnosis and correction. You should plan to meet with this student for a weekly session lasting about 30-45 minutes. You must meet with the student a minimum of 10 sessions. You must receive permission from the student’s parent and teacher to conduct this case study.

  • Project MORE

During this course you will participate in a school reading program at Maple Elementary. You will be working with struggling students in an effort to increase reading interest, comprehension and fluency.

Lake Erie College Education Division Assessment Data Collected in this Course: (restriction applies). This section applies only to courses in which assessments and data collection are required to meet requirements for ODE or national accreditation approval.

Course Expectations:

Attendance: Daily attendance is required. Be here and be on time. In the event of an excusable absence (sickness, death of immediate family, or other reasons approved by the administration/instructor), you must notify me at 440-375-7385 or email, pmartin@lec.edu, prior to the beginning of class to be excused. A student’s grade will be reduced one letter grade for every two (2) unexcused absences (2 unexcused = down one grade, 4 unexcused = down 2 grades, and so on). If you are late more than three (3) times, it will count as one (1) unexcused absence.

As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.


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. 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:


96-100

A

94-95

A-

90-93

B+

87-89

B

84-86

B-

80-83

C+

73-79

C

70-72

C-

67-69

D+

63-66

D

60-62

D-

Below 60

F



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. **No retaking of a test or assignment based on dissatisfaction with an earned grade. It is important to do your best to earn the grade you want when the assignment is due.

References:

Au, K. H., Mason, J. M., & Scheu, J. A. (1995). Literacy instruction for today. New York: HarperCollins.

Bartoli, J. & Botel, M. (1988). Reading/learning disability: An ecological approach. New York: Teachers College

Press.


Bond, G. L., Tinker, M. A., Wasson, B. B., & Wasson, J. B. (1994). Reading difficulties: Their diagnosis and

correction (7th ed.). Boston: Allyn & Bacon.

Caldwell, J. S. (2002). Reading assessment: A primer for teachers and tutors. New York: The Guilford Press.

Clark, D. B. (1990). Dyslexia: Theory & practice of remedial instruction. Parkton, MD: York Press.

Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.

Dale, E. & Chall, J. (1948). A formula for predicting readability. Columbus, OH: Bureau of Educational Research,

Ohio State University.

DeFord, D. E., Lyons, C. A. & Pinnell, G. S. (1991). Bridges to literacy: Learning from Reading Recovery.

Portsmouth, NH: Heinemann.

Ekwall, E. E. & Shanker, J. L. (1988). Diagnosis and remediation of the disabled reader (3rd ed.). Boston: Allyn &

Bacon.


Fry, E. B. (1977). Fry’s readability graph: Clarifications, validity, and extension to level 17. Journal of Reading, 21,

242-252.


Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Goodman, K. S. (1974). Miscue analysis: Theory and reality in reading. In J. E. Merritt (Ed.), New Horizons in



Reading (pp. 15-26). Newark, DE: International Reading Association.

Gunning, T. G. (1998). Assessing and correcting reading and writing difficulties. Needham Heights, MA: Allyn &

Bacon.

Harp, B. & Brewer, J. A. (2005). The informed reading teacher: Research-based practice. Columbus, OH: Merrill.



Harris, A. J. & Sipay, E. R. (1990). How to increase reading ability (9th ed.). New York: Longman.

Lerner, J. W. (1993). Learning disabilities: Theories, diagnosis, and teaching strategies (6th ed.). Boston: Houghton

Mifflin.

Lipson, M. Y. & Wixson, K. K. (1991). Assessment and instruction of reading disability: An interactive approach.

New York: HarperCollins.

Rasinski, T. V. & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult.

Columbus, OH: Merrill.

Richek, M. A., Caldwell, J. S., Jennings, J. H., & Lerner, J. W. (2002). Reading problems: Assessment and teaching



strategies (4th ed.). Boston: Allyn & Bacon.

Rubin, D. (2001). Diagnosis and correction in reading instruction (4th ed.). Boston: Allyn & Bacon.

Snow, D. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D. C.:

National Academy Press.

Sulzby, E. & Teale, W. (1991). Emergent literacy. In R, Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.),

Handbook of Reading Research (Vol. II, pp. 727-757). White Plains, NY: Longman Publishing Group.

Weiss, G., Ed. (October, 1992). Attention-deficit hyperactivity disorder. Child and Adolescent Psychiatric Clinics of



North America, 1. Philadelphia: W. B. Saunders.

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