BRI Instructional Videos and Case Study

 Basic Reading Inventory Tutorial Videos  

Establishing Rapport - Laurie and Ben 

Word Lists Test - Laurie and Ben

Reading Passage - Laurie and Ben

Reading Comprehension Questions - Laurie and Ben

BRI/Case Study

This course assignment is a compilation of pre-test/diagnostic information based on an administered BRI, development of a tutoring plan based on identified needs, implementation of that plan with posttest/diagnostic information discussing what the student has learned.  If the student has not learned, then lesson plans for correction and implementation are designed.  Students are to use the Wilmington University Lesson Plan format or the state/district approved lesson plan format for at least one of the tutoring lessons.  The rubric used to assess this assignment is at the end of this document.

ASSIGNMENT PARAMETERS ARE AS FOLLOWS: 

1.     Select a student based on teacher referral.  Student selected should be a regular education student.  The student can be one presented for RTI.

2.     Develop an overview of the student’s history.  Include:

•  Identification Information - Name, DOB, Grade etc.
• Reason for Referral -  Summary of student data, Summary of parent & teacher input
• Case History  - Parent interview (if possible), developmental background & relevant family history
• School History - Summary of progress in school, achievements, attendance, description of classroom program, special placement etc.

3.     Data Collection (Pre-test) – “What do I already know?”  Share the highlights of reading achievement. Include in written paragraph & chart form the BRI results, and a discussion of the student’s strengths & weakness (diagnosis).

4.     Determine the “problem.”  What can I as an educator do to (improve/decrease/increase, etc.) the selected goals/objectives for this student?

5.     Select one goal/GLEs and design strategies towards assisting the student in achieving these goals/GLEs.

• List your ideas (Brainstorm possible courses of action).
• Evaluate - the changes for those you can monitor and are “likely to be effective

 

6.     Determine research question or hypothesis – “If I do…I anticipate…will happen.

7.     Implement strategies – Develop and implement course of action based on goals/objectives selected. Describe a specific tutoring plan that would include: major needs to be addressed, setting, approach, skills, strategies, materials, techniques & ways to involve parents. Students will need to develop at least 6 plans, one of which will be in the format of the provided template.  Of those plans, at least four will be implemented within the field placement. 

8.     Analysis – (Post-test) Provide data following implementation of strategies. Post-tests to be administered using alternate forms of the BRI as specified by the instructor. Student will be made after each tutoring session indicating subject’s performance. Progress may be monitored via rubrics, tests, checklists, portfolios.

9.     Reflection/Discussion - Did my implemented strategies make a difference? How do I know? What worked? What was less successful?  Your analysis of why the results turned out in the manner they did. What have I learned from this educational experience?

10.  Action Plan – What recommendations will I make for the students’ success in the future?  These recommendations will be delineated in the case study for parents and teachers.

Practicum II Course Requirements

Notes

                  Competencies 1, 3, 6, 7, and 8 are addressed within the BRI/Case Study.

                  Competency 8 is also addressed via the elements of the SEA.

*Originals are submitted to the Office of Clinical Studies, copies are returned to the student.

Additional Requirements

o   Submission of Placement Details Form

o   Completion of clinical hours -  Failure to complete the required hours will result in automatic failure of the course.

o   Seminar Attendance - Regular and prompt class attendance is an essential part of the educational experience.  All students are expected to attend every scheduled meeting of each class on time. Students who miss one or more seminars may receive a grade of FA (Failure due to Absence). Students accept full responsibility for ensuring that work does not suffer from absence.

o   Points may be deducted from any written assignment due to errors in grammar and/or mechanics.

o   Journal - The journal is the student’s personal record of observations made based on the clinical setting.   Minimally observations will include at least 2 entries from the classroom, 2 entries during assessment of the student, and 2 entries during the tutoring- one from the beginning and one from the end. The journal will be submitted for grading and will be reviewed by the course instructor.  Entries in the journal may be used for seminar discussions and therefore, should be brought to each seminar. Journal entries should focus on program competencies 1-12 and should reflect best practice, connections to seminar discussions and articles read.   Journal will use 3 column format and is seen in the following example:

Observation

Reflection

Questions Raised/ Answers Attempted

o   Description of How Learn Children Learn to Read – The paper will include connections to the clinical placement, articles read, personal experience and the seminars.

o   Resource Material Review –You will be required to identify three reading skills and in class discuss the strategies used to teach these skills. You may visit the ED Lab or Teacher Center or conduct your investigation using on-line resources.  

ALL ASSIGNMENTS ARE DUE NO LATER THAN THE LAST DAY OF THE SEMESTER:  FAILURE TO SUBMIT ASSIGNMENTS BY THAT DATE MAY RESULT IN RECEIVING A LOWER GRADE FOR THE WORK.

Practicum III Assignment and Points Assigned

Practicum III Course Assignment Points

COURSE ASSIGNMENT	ASSIGNMENT COMPONENTS	POINTS AVAILABLE	POINTS ASSIGNED
Articles/Research Report	Present a summary and reflection of an article that focuses on research related Language Arts instruction.  Include the title, name of journal or source, author & date of publication.  The emphasis of the article should be reading theories, methodologies or research related to reading achievement or a specific area of Language Arts instruction, such as word recognition, reading comprehension, written communication or verbal communication   and difficulties.	10
Structured External Assignment (SEA): Reading Assessment Data Table	Create a data table that compares and contrast the purposes, strengths, weaknesses, and appropriateness of formal and informal reading diagnostic assessments. The data should include the SIT (Slosson Intelligence Test), SORT (Slosson Oral Reading Test), BRI (Basic Reading Inventory), a test of auditory discrimination, a test of visual discrimination and a test that relates to the psychological process of reading.  The table should include a well-written, introduction and summary of your information.  Data should include independent research and class discussion and information.	15
Critique of 5 Resource/Instructional Materials	3 of the 5 materials will be identified as appropriate to teach skills as a supplement to strategies implemented during instruction.	05
BRI/Case Study and Journal	Select a child & administer an Informal Reading Inventory.  Analyze & synthesize the results.  Design and implement a tutoring program to fit the child’s needs. Evaluate the success of the tutoring program. Reflective Journal Entries	30 10
Description of How Children Learn to Read	Write a summary detailing the stages of learning to read, starting at birth and inclusive of the 5 components of effective reading instruction	10
Mentor Evaluation	Practicum Student Evaluation Form*	10
Supervisor Evaluation of Placement Activities	Practicum III Student Observation Form*	10
Total		100

Reading Research Links

Reading Research Links

Reading Research Quarterly
"For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes

• Reports of important studies
• Multidisciplinary research
• Various modes of investigation
• Diverse viewpoints on literacy practices, teaching, and learning"

Effective Literacy Instruction
Research related literacy links to articles.


Reading Rockets
"With the passage of the No Child Left Behind Act and other developments, the education community is routinely using research to guide decisions about reading instruction. For easy reference, Reading Rockets has gathered some of the most important research and reports here in one place. We hope this is especially useful for policymakers, researchers, graduate students, curriculum developers, school administrators, and others."