MCCCD Program Description

Phonics Based K-12 Reading Diagnosis and Remediation

Course: EPD273

First Term: 2007 Spring

Lecture 3 Credit(s) 3 Period(s) 3 Load
Subject Type: Academic
Load Formula: S

Description: Methods of assessing, diagnosing, and remediating reading deficiencies in K-12 readers. Administration and analysis interpretation of formal and informal diagnostic assessments. Emphasis on Arizona state law and national literacy standard mandated research based systematic phonics instruction, remediation methods and techniques

MCCCD Official Course Competencies
1. Compare Research Based Systematic Phonics Instruction (RBSPI) with other current research and theories on the process of reading. (I) 2. Identify national and state literacy standards that guide the instruction of reading in K-12 classrooms. (II) 3. Analyze statistics for national and international literacy rates. (III) 4. Critique historical methods of teaching reading from an RBSPI perspective. (IV) 5. Critique current methods of teaching reading from an RBSPI perspective. (IV) 6. Describe the utility of continuous classroom assessment techniques used to improve reading within the RBSPI and other current reading perspectives. (V) 7. Evaluate and assess tools, techniques, and methods used to diagnose reading problems of children in various grade levels. (VII) 8. Analyze instructional techniques that focus upon remediation of students with reading disabilities and align with RBSPI and other current reading perspectives. (VI) 9. Evaluate and assess a student`s reading proficiency. (VII) 10. Plan and develop instruction that is aligned with RBSPI for a student with reading deficiencies. (VIII)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Process of Reading A. Research B. Theories II. Literacy Standards A. National Standards B. State Standards C. Skill Benchmarks III. Literacy Statistics A. Reading Levels 1. National 2. International B. ESL Student Levels C. Cultural Differences D. Experiences IV. Methods Of Teaching Reading A. Research Based Systematic Phonics Instruction B. Historical Methods C. Other Current Practices D. History of Reading Problems V. Assessment Techniques A. Continuous Classroom Assessment B. Informal Assessments C. Learning Disabilities D. Formal Assessments E. Degrees Of Reading Deficiency F. Assessment For Various Ages VI. Instructional Techniques A. Scientific Research Based Methods B. Reading As A Part Of Language Arts C. Technology D. Young Children E. Older Student F. Transfer Student VII. Reading Proficiency Diagnosis A. Methods Of Analysis B. Student Reading Assessment Analysis VIII. Evaluation And Instruction Of Students

MCCCD Governing Board Approval Date: 4/25/2006

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.