Philippine Normal University

The National Center for Teacher Education

College of Graduate Studies and Teacher Education Research

Course Title
Instructional Design and Implementation for Reading Remediation
Course Number
READ 702

School Year &

2017-2018 Term 2
Term
Faculty
Heidi Barcelo-Macahilig, Ph.D.
PNU
Philosophy Education for personal renewal and social transformation

PNU shall become internationally recognized and nationally responsive teacher

education university. As the established producer of knowledge workers in the
field of education, it shall be the primary source of high-quality teachers,
PNU Vision
education managers, and research scholars that can directly inspire and shape
the quality of education system, Filipino students, and graduates in the country
and the world.

PNU Mission PNU is dedicated to nurturing innovative teachers, education leaders, and
research scholars.

As the National Center for Teacher Education, the Philippine Normal University
commits to provide leadership in teacher education and nurture innovative
teachers, education leaders, and research scholars imbued with the values of
PNU Quality
truth, excellence, and service. We commit to the continual growth of the
Policy
University through compliance with International Quality Standards and
statutory and regulatory requirements. We shall achieve this through our core
functions of instruction, research, extension, and production.

1. Improve competence in educational research;

2. Provide leadership in curriculum and instruction;

Objectives of
CGSTER 3. Increase research productivity and publication; and

4. Create educational alternatives that are responsive to the needs of the

country.
Identifies and addresses the special needs of students from diverse cultures,
socioeconomic levels, and other groups throughout the curriculum. Using the
results of reading assessment tools administered, students are taught various
Course approaches in planning effective lessons so that at the end of the course, they
Description are expected to demonstrate research-based strategies for effective reading
instruction.

Course
At the end of the course, students are expected to:
Intended
Learning
Outcomes At the end of the course, students are expected to:
A. Describe the nature and causes of reading difficulties
B. Describe and use assessment tools and diagnostic instruments
C. Interpret results of assessment
D. Plan and adopt remedial reading programs and prepare materials suited to
the various needs, interest and abilities of at-risk learners.

Activities (3 Output / IS
Course Format Essential Questions Content
hrs.) (1.5 hrs.)
Orientation on
PNU VMGO,
URA,
CGSTER
Week 1
Outcomes,
Quality Policy,
Course
Syllabus
The Nature of
Reading Lecture /
What is Reading?
- Reading Interactive Online-
Theories Discussion research for
Defining Theories and
The Reading videos on
Models
Process various
reading
What are the different
instructional
Reading Theories and
practices
Models?
anchoring on
the different
How do these theories
reading
explain the reading
theories/model
process?
Week 2

What are the factors

The Nature and
that cause reading
Causes of Reading
problems?
Difficulties
- Factors of
What are the different
Reading
kinds of reading
Failures
problems?

Reflection
How can reading
Preventing Paper
failures be prevented?
Reading Failures

How can reading Diagnosis of Preparation

problems be identified? Reading Lecture / for a Case
Difficulties Interactive Study:
How can reading Discussion a. Selection
problems be Identifying of case
appropriately Problems in Video showing b. Initial
Week 3 - 4 diagnosed? Reading assessme
nt of the
How can data from The Nature and case
assessment and Principles of
diagnosis be used to Diagnosis
help students with
reading problems? Types of Diagnosis Initial Case
 a. General Assessment /
diagnosis Diagnosis
b. Classroom Report
Diagnosis
c. Clinical
diagnosis

Specific
Approaches to
Diagnosis and/or
Assessment
a. Personal &
Anecdotal Records
b. Interviews and
Observations
c. Reading
Journals & Logs
d. Standardized &
e. Teacher-Made
Tests
f. The Reading
Portfolio

Selection
Week 5 What are the (research) of
Reading
different reading assessment
Assessment/Diagnostic
diagnosis and tool/s and
Tools
assessment tools? diagnosis of
the case using
Lecture /
What can be selected
Assessing and Interactive
assessed by these appropriate
Teaching: Discussion
tools? assessment
Phonological
tool/s
Week 6 Awareness,
How can these
Alphabetic Principle, Reporting
tools be used to
Phonics,
assess/diagnose
Vocabulary,
and help students Case
Fluency,
with reading Assessment /
Comprehension
problems? Diagnosis
Report
Remediation of What is remedial
Week 7 Reading Difficulties reading?

The Nature and What are the Interpretation

Principles of different kinds of and analysis
Remediation remedial reading of case
programs? Lecture / assessment
Reading Intervention, Interactive results/data
Remedial and What are the Discussion
Corrective Reading characteristics of
Week 8 Programs effective reading
Instructional Materials programs? Reporting Remedial
for Remedial Reading Reading
What kind of program plan
Successful Remedial instructional for the case
Reading Programs materials can be
used in a remedial
reading program?
Issues on Diagnosis What does current Lecture / Planning and
Week 9 and Remedial Reading research say about Interactive preparation of
reading diagnosis Discussion remedial
 and remediation? reading
Week 10 program for
Reporting the case
Preparation and What are the
Implementation of components of an
Remedial Reading effective reading Hands-on
Program program? remedial
reading
How to prepare a lessons for the
remedial reading case.
program?
Week 11 Post-
Assessment of
the Case and
Evaluation of
the Remedial
Reading
Program

Is the remedial
Presentation and
reading
Discussion of Case
Week 12 program/instruction Reporting Case Study
Studies
for the case
effective?

Course
Reflection Paper
Requirements
Remedial Reading Program
Case Study in IMRD format

Criteria
Criteria Percentage

Research and Case Report 30%

Grading System Written Report and Occasional Papers 20%

Reading Program 30%

Participation 20%

Total: 100%

All written requirements must follow specified format and must be submitted on
Course Policies time.
Refer to student handbook.

Course Hoy, Anita Woolfolk (2010). Educational Psychology. Merrill

References
John P. Sabatini, Elizabeth Albro, & Tenaha O'Reilly (Eds.) (2012). Measuring
up : advances in how we assess reading ability. Rowman & Littlefield Education

Chris Morgan (2004). The student assessment handbook. RoutledgeFalmer

Imray, Peter (2013). Curricula for teaching children and young people with
severe or profound and multiple learning difficulties : practical strategies for
educational pro. Routledge

Rasinski, Timothy V. (2010). Teaching children who find reading difficult. Allyn
 & Bacon

McKenna, Michael C. (2009). Assessment for reading instruction. Guilford

Press

Balajthy, E. & Lipa-Wade, S. (2003). Struggling readers: Assessment and

instruction in grades K-6. New York: The Guilford Press.

Block, C. (2003). Literacy difficulties: Diagnosis and instruction for reading

specialists and classroom teachers. Boston: Allyn and Bacon.

Ekwall, E. (1989). Locating and correcting reading difficulties. Ohio: Merrill

Publishing Company.

Kibby, M. (1995). Practical steps for informing literacy instruction: a diagnostic

decision-making model. Delaware: International Reading Association.

Miller, W. (1995). Alternative assessment techniques for reading and writing.

New York: The Center for Applied Research in Education.

Villamin, A. & Villamin, C. (1990). Remedial Reading: A handbook for teachers

and students. Quezon City: Phoenix Publishing House.

Prepared by:

Heidi Barcelo-macahilig, Ph.D. September 29, 2017

Faculty Date Submitted

Reviewed by: Approved by:

______________________ ______________________
Associate Dean, GTEF Dean, CGSTER