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EIU ELE 5610 - ELE 5610- Syllabus

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Eastern Illinois UniversityDepartment of Early Childhood, Elementary and Middle Level EducationPhone: (217) 581-7883 (Office); (217) 348-5952 (Home)Unit Theme: Educator as creator of effective educational environments: Integrating students, subjects, strategies, societies, and technologies.ADDITIONAL INFORMATION:2. Article Reviews3. Using Children's Literature To TeachGRADES206 & below F (below 69%)Website Resources(Reading Interventions)Florida Center for Reading Research www.fcrr.orgIllinois School Psychologist Association www.ilispa.orgIntervention Central www.interventioncentral.orgNational Reading Panel www.nationalreadingpanel.orgOregon Reading First Center www.reading.uoregon.eduPositive Behavior Systems www.pbis.orgStandards Aligned Curriculum www.sac-success.orgTexas Center for Reading and Language Arts www.texasreading.orgWhat Works Clearing House http://www.whatworks.ed.gov/Illinois ASPIRE www.illinoisaspire.orgAimsweb www.aimsweb.comELE 5610A. Basic Principles of Remediation of Reading DeficienciesB. Diagnostic Model of Remedial InstructionC. Clinical and Classroom Implications of the Diagnostic Model of Remedial InstructionTextbook: Jennings, Caldwell, and Lerner: Chapters 1, 2 & 6Suggested Readings:Birman, B. F. (1988, Spring). How to improve a successful program. American Educator, 22‑29.Boehnlein, M. (1987, March). Reading intervention for high‑risk first‑graders. Educational Leadership, 32‑37.Hunter, M. (1980). Diagnostic teaching. Elementary School Journal, 80, 42‑46.International Reading Association (2000). Excellent reading teachers. Reading Teacher, 54(2), 235-240.Pinnell, G. S. (1990). Success for low achievers through Reading Recovery. Educational Leadership, 48 (1), 17‑21.Savage, D. G. (1987, April). Why Chapter 1 hasn't made much difference. Phi Delta Kappan, 581‑584.Slavin, R. E. (1987, October). Making Chapter 1 make a difference. Phi Delta Kappan, 110‑119.A. Word Identification Skills1. Development of Word Identification Skills2. Remedial Procedures for Deficiencies in Word Identification SkillsB. Comprehension1. Development of Reading Comprehension2. Remedial Procedures in Reading ComprehensionTextbook: Jennings, Caldwell, and Lerner: Chapters 7, 8, 10, 11, & 13Suggested Readings:Gough, P. B. (1984). Word recognition. In P. D. Pearson (Ed.), Handbook of reading research. New York: Longman.Gupta, A. (2000). Ditto reading strategy. Reading Teacher, 53(5), 370-371.Haggard, M. R. (1988). Developing critical thinking with the DR‑TA. Reading Teacher, 41, 526‑535.Laframboise, K. L. (2000). Said Webs: Remedy for tired words. Reading Teacher, 53(7), 540-542.Raphael, T. E. (1986). Teaching question‑answer relationships, revisited. Reading Teacher, 39, 516‑522.III. Meeting Individual Needs‑‑‑Diversity In The Classroom (One Session)A. Fostering Reading Interests and TastesB. Exceptional Children in the ClassroomC. Language DiversityTextbook: Jennings, Caldwell, and Lerner: Chapters 14, & 15Suggested Readings:Canfield, J. (1990). Improving students' self‑esteem. Educational Leadership, 48 (1), 48‑50. Carr, K. S. (1984). What gifted readers need from reading instruction. Reading Teacher, 38, 144‑146.Dunn, R. (October 1990). Rita Dunn answers questions on learning styles. Educational Leadership, 48 (2), 15‑19.Gaug, M. A. (1984). Reading acceleration and enrichment in the elementary grades. Reading Teacher, 37, 372‑376.Lipa, S. E. (1983). Reading disability: A new look at an old issue. Journal of Learning Disabilities, 16, 543‑557.Tyler, R. W. (Summer 1989). Educating children from minority families. Educational Horizons, 67 (4), 114‑118.IV. Enhancing Flexibility in Purpose and Rate of Reading (Two Sessions)A. Study Skills, Habits and Attitudes Associated with Reading InstructionB. Increasing Fluency and Rate in ReadingTextbook: Jennings, Caldwell, and Lerner: Chapter 9 & 12Suggested Readings:Allington, R. S. (1983). Fluency: The neglected reading goal. Reading Teacher, 36 (6), 556‑561.Rasinski, T. V. (2000). Speed does matter in reading. Reading Teacher, 54(2), 146-151.Readence, J. E., Bean, T. W. & Baldwin, R. S. (2000). Content area literacy: An integrated approach. Dubuque, IA:Kendall/Hunt Publishing Co.Richards, M. (2000). Be a good detective: Solve the case of oral reading fluency. Reading Teacher, 53(7), 534-539.A. Planning Remedial InstructionB. Selection and Use of Instructional Resources for Corrective and Remedial InstructionC. Evaluating and Reporting Pupil ProgressTextbook: Jennings, Caldwell, and Lerner: Chapter 16Suggested Readings:Fountas, I. C. & Pinnell, G. S. (1999). Matching books to readers: Using leveled books in guided reading, K-3.Portsmouth, NH: Heinemann.Fry, E. (1987). The varied uses of readability measurement today. Journal of Reading, 30 (4), 338‑343.Klesius, J. P. & Griffith, P. L. (1996). Interactive storybook reading for at-risk learners. Reading Teacher, 49(7), 552-560.Eastern Illinois UniversityDepartment of Early Childhood, Elementary and Middle Level EducationELE 5610: Remediation of Reading ProblemsCredit Hours: 3 semester hrs.Prerequisites: ELE 3280, ELE 3281 or permission of department chair. Instructor: Dr. Linda Reven Office: Buzzard 2209 Email: [email protected] Hours: 10:45 – 11:15 a.m. on Monday, Tuesday, Wednesday & Thursday (June 15 – July 10, 2009)Phone: (217) 581-7883 (Office); (217) 348-5952 (Home)Class Meetings: 8:00 – 10:45 a.m. on Monday, Tuesday, Wednesday & Thursday (Buzzard 1302) Unit Theme: Educator as creator of effective educational environments: Integrating students, subjects, strategies, societies, and technologies.Graduate Mission Statement: The Department of Early Childhood, Elementary and Middle Level Education seeks to advance scholarly preparation by providing quality teaching and promoting excellence in research/creative activity in orderfor graduate students to exemplify best teaching practices for children from birth through age fourteen.The Department is dedicated to the preparation of knowledgeable citizens of the 21st century and seeks to empower individuals to meet the challenges faced by professional educators in a rapidly changing society. Candidates for the Master of Science in Education Degree will be prepared to teach in diverse environments recognizing multiple pathways of learning.The Department is committed to enhancing the graduate academic experience in order to create educators who can function


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