MCCCD Program Description

Diagnosis and Remediation of Reading K-12

Course: EPD275

First Term: 2007 Spring

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

Description: Fundamentals of diagnosis and remediation of reading problems for K-12. Administration, analysis and interpretation of informal diagnostic procedures and use of assessment results in planning a program of remediation. The Diagnostic Teaching of Reading emphasized

MCCCD Official Course Competencies
1. Explain the reading process. (I) 2. Explain theories and principles on which effective reading instruction is based. (I) 3. Describe the fundamentals of diagnosing reading behaviors. (I) 4. Summarize theories and principles on which effective reading assessment is based. (I) 5. Describe the concept of emergent literacy and acquisition of the concepts of print. (II) 6. Analyze informal tools for assessment of early literacy acquisition. (II) 7. Summarize effective instructional techniques for development of early literacy. (III) 8. Summarize the use of informal reading behavior assessment and inventories. (IV) 9. Analyze and interpret the results of informal reading behavior assessments and inventories. (IV) 10. Summarize effective instructional techniques that focus on the development of reading strategies for processing print. (V) 11. Summarize effective instructional techniques that focus on the development of reading strategies for processing meaning. (VI) 12. Explain a program of remediation based on evaluation of assessment results. (I-VI) 13. Evaluate lessons or instructional routines based on the results of diagnostic assessment. (I-VI)
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. Reading Process A. Theories and Principles of Effective Instruction B. Diagnosis of Reading Behaviors C. Theories and Principles of Reading Assessment II. Emergent Literacy A. Concepts of Emergent Literacy 1. Emergent Conventions of Print 2. Language Components of Phonology, Morphology, Semantics, and Syntax 3. Syntactic, Semantic and Graphophonic Cue Systems B. Informal Tools of Assessment 1. Conventions of Print 2. Phonemic Awareness and Phonics 3. Sight Words 4. Running Record and Miscue Analysis C. Analysis and Interpretation of Informal Assessment Results III. Instructional Techniques A. Phonemic Awareness and Phonics B. Generalizations of Phonics and Structural Analysis C. Syntactic, Semantic, and Graphophonic Cues IV. Informal Reading Inventories A. Fundamentals B. Administration 1. Attitude and Interest Surveys and Inventories 2. Parent, Student, Teacher Interviews 3. Print Processing Assessments C. Analysis D. Follow-Up V. Processing Print A. Instructional Techniques B. Word Attack Strategies C. Sight Vocabulary D. Fluency VI. Processing Meaning A. Reading Process 1. Schema Theory 2. Metacognition B. Instructional Techniques 1. Vocabulary Building 2. Guided Reading 3. Study Skills 4. Writing

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.