EDPSY 518: Assessment and Diagnosis of Reading Disabilities

The course is designed to help you identify, evaluate and document literacy development, with an emphasis on assessment and instruction for disabled readers and at-risk students. In contrast to older courses in diagnosis, which emphasize dysfunction and deficits, this course focuses on designing and using assessment strategies to improve and adapt instruction. Both alternative assessment processes and normative tools are examined. The influences of materials and methods and the role of cultural diversity in school learning are examined and used to plan interactive assessment-instruction strategies that can be used in classroom or clinical settings.

For more information please see the complete syllabus
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EDC&I 530: Approaches to Literacy Instruction

This course is about different models of teaching one aspect of literacy: reading. Because this is 2004 rather than 1980, any study of models of reading instruction requires an exploration of what is taught as well as how, why, to whom, and under what conditions. Consequently, we will examine different models in terms of:

  1. their philosophical, psychological, and pedagogical perspectives
  2. the immediate and long-term goals of the instruction
  3. the types of materials used


The purpose is not to determine the best method--that was tried long ago and obviously failed--but rather to understand the various approaches that have held center stage in our recent history and that continue to be part of many classrooms today.

We will study these different models in three ways. You will:

  1. read background and research articles on these different approaches
  2. do research and present analyses of both assigned materials and an instructional program/material of your choice
  3. conduct a mini research project on a teacher's approach to teaching reading

For more information please see the complete syllabus

EDTEP 532: Teaching, Learning and Assessment in Literacy

This quarter we will take a more specific perspective, focusing on reading. Our objective will be to explore the process of learning to read and to plan instruction that will meet the diverse needs of students of all abilities and backgrounds.

To become an effective literacy teacher you must acquire subject matter knowledge about reading and writing, and the teaching strategies to help all students learn. Three primary goals will guide our work together in this second quarter:

  1. to learn the strategies and skills students apply when they are efficient, effective and engaged readers
  2. to learn and to apply instructional strategies you can use to help students acquire and refine their reading abilities
  3. to learn to assess students' reading strategies and skills so that you provide them with appropriate instruction

For more information please see the complete syllabus

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