RDG603 Diagnosis, Remediation, and Cultural Diversity (3 cr.)

Prerequisite(s): RDG600 , RDG601 , RDG602   
This course focuses on two main banks of knowledge, both of which address learner needs in literacy instruction: 

1. The concepts and skills needed to develop literacy programs for students who differ in how they acquire literacy because of language, learning, and/or cultural differences. Three major strands are featured: (a) selection and teaching of literature that reflects the diversity of American classrooms and promotes global understanding; (b) fostering literacy in children who come from non-mainstream cultures; and (c) literacy for English Language Learners (ELL/ESL) and for those with special learning characteristics, for example, gifted and talented.  Gender differences in literacy acquisition are also explored;
2. The concepts and skills needed to identify and successfully remediate reading and written language difficulties in all struggling readers, including those served in Title One and LD programs, English Language Learners with literacy delays, and competent readers who have lost motivation to read and write. Concepts related to test construction, selection, and administration are explored through a case study approach. Uses of group and individual standardized and informal literacy measurements are featured.

Upon completion of this course, students are expected to be able to do the following:

Standards for focus #1 in the description above:

A.  A teacher of reading must have knowledge of the foundations of reading processes and instruction:

(5) understand the progression of reading development (emergent, beginning, transitional, intermediate, and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers; 

(11) teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature.

B.  A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:

(3) implement and reflect on the use of instructional practices, approaches, and methods, which support the cognitive, cultural, and linguistic differences of readers;

(5) identify, secure, and use high-quality literature, which meets the interest and reading needs of all readers and represents various cultures and genres;

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

(2) support students and colleagues in the selection of materials, print and electronic, that match students’ reading levels, interests, cultural, and linguistic backgrounds;

(7) use literature to engage students in dialogue, critical thinking, and reflection around issues of social justice.

Standards for focus #2 in the description above: 

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods and curriculum materials to support reading instruction:

(8) demonstrate competency through a variety of clinical experiences with elementary, middle, and high school students.

C. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:

(1) understand the principles surrounding a wide variety of instruments, their purposes, strengths, and limitations;

(2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring;

(3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school;

(4) demonstrate expertise in using assessment information to plan differentiated classroom instruction for students, including those at different cognitive and developmental stages, and those from different cultural and linguistic backgrounds;

(5) use assessment data to develop interventions that address specific student needs;

(6) select materials, identify appropriate instructional strategies, and allocate resources needed to implement interventions and remediations; and

(7) communicate results of assessments to students, parents, caregivers, colleagues, and administrators.