Course Description

This course recognizes the necessity of a teacher to possess a thorough understanding and competence in classroom assessment/diagnostic principles and instructional practices for improving learner reading ability. Emphasis is placed on providing candidates with theoretical and practical experiences that will enhance and strengthen their knowledge base and enable them to gain competence with: (1) the reading processes, (2) the skills of reading, (3) reading assessment tools, (4) techniques and strategies for addressing specific reading strengths and difficulties of students, and (5) procedures for developing individual prescriptions for reading improvement based on identified student needs. Topics include: (1) what teachers need to know about reading assessment, (2) changing trends in assessment, (3) ongoing assessment, (4) periodic in-depth assessment, (5) portfolio assessment, (6) formal measures (norm-referenced, criterion-referenced, and minimum competency testing), (7) instructional strategies for remediation, and (8) assessment factors related to reading problems. (Pre-service certificate required. Field experience required.)

Textbooks
- Johns, J. L. (2001). Basic reading inventory (12th ed.). Dubuque, IA: Kendall Hunt.
  (This is a two-book set – the text and a workbook; make sure you get both. If you purchase digital, you will have to make many copies.)
- Stahl, K.A.D, Flanigan, K., & McKenna, M.C. (2019). Assessment for reading instruction (4th ed.). New York: The Gilford Press.
Recommended Resources
- Tompkins, C. (2013). 50 literacy strategies, step by step (4th ed.). Boston, MA: Pearson.
- Vacca, J.L., Vacca, R.T., Gove, M.K., Burkey, L.C., Lenhart, L.A., & McKeon, C.A. (2012). Reading and Learning to Read (9th ed.). Boston, MA: Pearson.
- American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Washington, D. C.: American Psychological Association.
  
  *IMPORTANT INSTRUCTOR RESOURCES AVAILABLE IN THE FILES TAB

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