Assessment and instructional approaches in reading
Ms E Chapman
8 points
* 2 hours per week
* Second semester
* Clayton
Objectives Upon successful completion of this subject, students should be able to compare current conceptual models of the reading process and related perspectives on the nature and basis of reading failure; critically evaluate alternative models for identifying and assessing reading problems; examine the rationale and empirical basis for commonly used remedial reading strategies; and design and justify effective interventions to improve skills in all areas of the reading curriculum.
Synopsis This subject focuses on theory and research on the identification and remediation of reading problems. Topics will include a critical examination of conceptual models of the reading process and related views on the causes and nature of reading failure, alternative methods for assessing reading skills and how these relate to subsequent intervention programs, research on the efficacy of commonly used strategies to improve reading skills and their underlying rationales, and principles for designing effective interventions to improve performance in all areas of the reading curriculum. Resources available to teachers and special educators in Victoria will also be discussed.
Assessment Written report (2000 words): 30%
* Major essay (3000
words): 40%
* Objective test: 30%
Recommended texts
Shapiro E S Academic skills problems: Direct assessment and intervention Guilford, 1987
Taylor B Hams L A and Pearson P D Reading difficulties: Instruction and assessment McGraw-Hill 1994
Wolery M Bailey D B and Sugai G M Effective teaching: Principles and procedures of applied behaviour analysis with exceptional children Needham Allyn and Bacon, 1988
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