Clinical
Diagnosis of Reading Variability
LTCY 520
Fall
2008
Dr. Sherry W. Powers
Instructor: Dr. Sherry W. Powers
Phone: (270) 745-4452
Office: 364 Tate Page Hall
Office hours: Monday 2-5 p.m., 7:45 – 8:45 p.m., Wednesday 2-5 p.m., Thursday 2-5 p.m.
Email: sherry.powers@wku.edu
Fax: (270) 745-6435
Home page: http://edtech.tph.wku.edu/~spowers/
Prerequisite: LTCY 519
Course Description: The nature and causes of reading disabilities, and investigation of general and specific principles and approaches to diagnosis. Actual case studies using both group and individual tests in diagnosis.
Course Rationale: This course is designed to present clinicians with an introduction to the field of diagnostic assessment intervention and research while simultaneously extending their knowledge of the literacy process so that their skills are sufficient to make decisions about appropriate tools and strategies for clinical assessment and instruction. To achieve these goals, clinicians will be encouraged to be reflective of current practices and to adapt and/or modify existing tools and methodologies to provide a good instructional match for each learner. Finally, this course will reflect the belief that the most important factor in effective assessment and instruction of literacy is the knowledge base and its application usage by the teacher. Therefore, clinicians will focus on the the design and implementation of reading/literacy on-going assessment as needed for elementary, middle or high school, or adult individuals who have been identified as experiencing difficulty with reading and/or literacy skills.
Since this course is based on an interactive view of ability and disability,
it offers an alternative to the deficit view that continues to predominate in
the books and research in reading and writing disability. Deficit models
suggest that the cause of reading or writing difficulties lies entirely within
the reader. Instructional programs based on a deficit model focus primarily
on what Sarason and
Text(s):
Lipson, M.Y. & Wixson, K.K.
(2009). Assessment and instruction of reading and writing disability (4th
Ed). NY: Allyn & Bacon.
Woods, M.L., & Moe, A.J. (2007). Analytical
reading inventory (8th Ed.).
Assigned journal readings - (Additional information will be provided during class):
Nelson, J.M. & Machek, G.R. (2007). A survey of training, practice, and competence in reading assessment and intervention. School Psychology Review 36(2).
Online URL: http://web.ebscohost.com/ehost/detail?vid=4&hid=101&sid=90d60017-bcdd-431b-884a-d985808250f1%40sessionmgr106
Pearson, P.D., Hiebert, E.H, & Kamil, M.L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly 42(2), 282-296.
Online URL: http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RRQ.42.2.4&F=RRQ-42-2-Pearson.pdf
Valencia, S.W. & Buly, M.R. (2004). Behind test scores: What struggling readers really need. Reading Assessment: Principles and Practices for Elementary Teachers, Second Edition, 134-146.
Online URL:
http://web.ebscohost.com/ehost/pdf?vid=4&hid=101&sid=90d60017-bcdd-431b-884a-d985808250f1%40sessionmgr106
Core Objectives (Core Assessment):
A. Assessment
1. Ability to administer,
score, and interpret both norm-referenced and
curriculum-based measures to assess reading achievement (Assessment and
Reports)
2. Interest and Motivation
a. ability to use interest inventories to assess
and plan developmentally appropriate student learning in reading
b. understanding of effect of motivation on
assessment (Assessment and Reports)
3. Hearing and Visual Acuity
a. accurate use of Vision Screening Instruments
(Assessment and Reports)
4. Adaptive Behaviors
a. Knowledge of assessment for students' independent functioning and
social responsibility (Exams and Reports)
5. Receptive
Language
a. ability to assess expressive and
receptive language in reading and writing activities (Assessment and Reports)
6. Emergent Literacy
a. ability to administer, score, and interpret
both norm-referenced and curriculum-based measure to assess emergent literacy
(Assessment and Reports)
7. Attention Deficit Disorders
a. knowledge of assessment for attention
deficit/hyperactivity disorders (Assessment and Reports)
8. Phonological Awareness
a. ability to assess various levels of phonemic
awareness (Assessment and Reports)
B. Planning
1. Individual
a. knowledge of assessment tools for developing
Individual Reading Plans (Reports, Exams)
2. Short-term Objectives
a. ability to define short-term objectives based
on individual assessment (Assessment and Reports)
C. Implementation
1. Parent Conferences
a. ability to conduct parent conferences as a
follow-up to assessment (Observation, checklists, conference plan)
D. Evaluation
1. Progress in deficit areas
a. understanding of evaluation as an on-going process,
not a one-time activity
b. ability to use interviews, observational and
informal assessment procedures to plan and monitor developmentally appropriate
student learning in literacy (Assessment and Reports)
2. Instructional Programs
a. ability to evaluate instructional programs as
needed for diagnostic decision making (Assessment and Reports)
3. Materials, Media, and
Equipment
a. understanding of characteristics, strengths, and
weaknesses of various assessment instruments (Assessment and Reports)
4. Applications to Real-life
Situations
a. ability to apply principles of test
construction and evaluation to development, selection, and use of instruments
for assessment purposes
b. ability to cooperate with appropriate allied
professionals in assessing and planning for students with severe reading
deficiencies
c. ability to follow appropriate procedures for
referring severely disabled students to agencies and professionals for in-depth
assessment as appropriate (Assessment and Reports)
E. Language-Related Topics
1. Linguistics and Linguistic
Variations
a. understanding that language is a symbolic
system representing concepts and feelings
b. understanding of the relationship of graphophonemic, morphemic, syntactic, and semantic systems
of language to the reading process
c. respect of linguistic/dialectal variations in
culture (Assessment and Reports)
2. Cognitive Bases for
Learning
a. understanding the role of prior
knowledge/experience in learning new information
b. understanding the modes of thought (e.g.,
analytical thinking, critical thinking, and divergent thinking) operative in
the reading process (Assessment and Reports)
F. Human Behaviors
1. Cognition
a. understanding the role of prior
knowledge/experience in learning new information
b. understanding the role of metacognition
in reading and learning
c. understanding the modes of thought (e.g.,
analytical thinking, critical thinking, and divergent thinking) operative in
the reading process (Assessment and Reports)
2. Individualized Testing
a. selection and administration of appropriate
tools for individualized considerations (Assessment and Reports)
3. Multiple Causes of
Reading/Learning Difficulties
a. ability to identify patterns of behavior
which might indicate physical, social, emotional, or intellectual impediments
of progress toward reading maturity (Assessment and Reports)
4. Attention Deficit Disorders
a. ability to identify patterns of behavior
which might indicate physical, social, emotional, or intellectual impediments
of progress towards reading maturity (Assessment and Reports)
5. Intent/Motivation
a. ability to use interest inventories to assess
and plan developmentally appropriate student learning in reading
b. understanding of effect of motivation on
assessment (Assessment and Reports)
G. Curriculum
1. Diagnostic Teaching
a. use of sample lessons to determine ability to
utilize various reading strategies (e.g., story mapping, QAR's,
context clues) (Assessment and Reports)
KERA Elements/Context Addresses
Goals and Valued Outcomes
Performance Tasks
Primary Program (Seven Attributes)
TOPICS
Steps in Conducting a Reading Diagnosis
Factors Impacting Literacy Acquisition
Personal History and Background Information
Parent Forms
Teacher Forms
School Release Form
Parent and Student Interviews
Peabody Picture Vocabulary Test
Informal Reading Inventory
Graded Word Lists
Graded Oral Reading Passages
Graded Silent Reading Passages
Listening Passage
Literacy Concepts
Qualitative Spelling Inventory
Writing Sample
Written Language Expression Checklist
Vision Screening
Auditory Discrimination Test
Sentence Completion Inventory
Report Writing
Course Requirements and Evaluations
Professionalism, Attendance, Participation, Collegiality (15
points)
Regular attendance and participation in class are mandatory! This also includes
punctuality, participation, collegiality, effort, etc. More than one unexcused
absence for the course may result in the lowering of your final grade. If you
miss a class you are
responsible for the work missed. Two unexcused tardies
(arriving late or leaving early) in class amount to one unexcused
absence from class. A formal doctor’s excuse must be presented to the
instructor for excused absences from class.
If the graduate student or their clinic student must be absent from a session for any reason, that session must be made up at a time that is convenient for both the graduate student and the clinic student. When making up a session, it is wise to do it as soon as possible rather than attempting to make it up at the end of the semester. As you may notice, by the end of the semester, it is certain that you will be busy with a number of assignments. Report all rescheduled clinical sessions to the instructor verbally and in writing. You must complete all the clinical sessions with your assigned student(s) to successfully complete the course.
Required
It is expected that you will read and reflect on all required readings prior to
each specified class listing on the course calendar. (See attached tentative
course calendar for listings and dates.)
Assignments
It is expected that ALL assignments will be submitted on their due dates. Late
assignments will be penalized 20% of their
possible point value if submitted within two consecutive days of their due
date. Further penalties will be assessed for
assignments turned in beyond that point. During the semester a date will be
announced in class stating the last day in which late
work can be submitted for a grade in the course. This policy is instituted primarily
to prevent students from becoming
overloaded at the end of the semester.
It is expected that you will read and reflect on required course readings prior to each specific class session. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners strategies for reading in the content areas. NOTE: All assignments will be graded for content and mechanics. All Clinic Reports and course assignments must be typed and meet the criteria given. Work that does not meet the criteria will not be accepted.
Keep a copy of all assignments. If an assignment is lost, the burden of proof that you completed the assignment rests with you.
The LTCY 520 Critical Performance assignment must be uploaded in the Electronic Portfolio System (EPS) to receive a final grade for the course.
Evaluation and Grade Assignment
Assessment will include written assignments, cognitive tests, performance events, as well as the ability to implement appropriate literacy assessment and analyze data to provide a diagnosis for the implementation of appropriate literacy intervention and instruction. The student must achieve minimum competency, otherwise the course must be repeated.
Final grade LTCY 520 will be based on a 350 point scale:
Grade Percentage Points
A 93-100% 325-350
B 85-92% 297-324
C 77-84% 269-296
D 70-76% 245-268
F
69% or
below
244 or below
Course Assignments and Evaluations
Performance Assessment Portfolio
Rationale: In order for the
university graduate student to develop a performance based understanding of the
possible cause and correlations of literacy difficulties; increase their
ability to understand the issues relating to the diagnosis of less developed
readers and the difficulties that these kinds of readers may encounter;
reflectively diagnose the literacy needs of students based on their strengths
and challenges, and demonstrate the ability to effectively plan an
instructional program based on the needs perceived in the diagnosis, students
will develop and maintain a performance assessment portfolio. The
portfolio folder, due when students turn in the first assignment, should
contain four tabbed sections for the following assignments:
(a) Critiques (25 points each, 100 points total)
(b) Diagnostic Report (100 points total)
(c) Journal of Assessment Activity (60 points total)
(d) Review of the Literature (60 points total)
1. Critiques - (25 points each; 100 points total)
Since reading professionals are not necessarily experts
on the technical or psychometric properties of formal and informal tests, they
should be careful consumers of test information. The rationale of this
assignment is to achieve the ability to be careful consumers of tests and
assessments that may be used with students. Clinicians will critically
evaluate FOUR TYPES of assessment instruments from these choices:
A. Achievement test (e.g., CTBS, Peabody Individual Achievement Battery, The GRADE)
B. Diagnostic test (e.g., Stanford, Woodcock Reading Master Test)
C. Informal test (e.g., IRIs, ARIs, QRIs, RMIs, QSI)
D. Language Arts & Related Areas tests (e.g., Peabody Picture Vocabulary, Metropolitan Readiness Test, The CORE Reading Assessment)
In the heading of your paper, identify the assessment area of each critique (e.g., A. Achievement test). These written evaluations should not exceed 5 pages, double-spaced, type-written pages per assessment instruments. Additional criteria guidelines for test evaluations will be provided in class. In addition, students should include reference lists of sources of information on tests and test reviews. (See criteria for evaluation.)
A key resource for this assignment: Buros
Mental Measurements - additional information will be provided during class. Assessment instruments for this assignment are housed in the
2. Diagnostic Summary Report - (100 points)
Clinicians will diagnose the reading development of a client and develop a case report based on data collected and synthesized for a coherent perspective of the client in literacy; and develop objectives for intervention to be used next semester. The case report will be double-spaced using 12 font type in a formal and professional style which will include observations of the client's strengths and challenges in literacy. (See the Appendix.) Further information will be provided by the professor. The Diagnostic Summary Report is the critical performance for LTCY 520. No grade will be given in the course until this assignment is completed and uploaded in the EPS.
Possible components for evaluation of this case report may include but are
not limited to appropriate use of these assessments and their interpretations
from informal and formal measures of attitudes, aptitudes, fluency and reading
comprehension.
1.
2. Student Priorities Checklist
3. Literacy Interest Inventory
4. Running Records
5.
6. Analytic
7. Informal Reading Inventory (i.e.,
Graded Word Lists, Oral Reading Passages, Silent Reading Passages, Listening
Passages and
Comprehension Questions) (IRI)
8. Qualitative
9. Print Awareness Inventory
10. Reading Comprehension Interviews
11. Story Retellings
12.
13. Fry Instant Word List
14. Dolch Word List
15. Writing samples
16. Achievement tests
17. Diagnostic tests
18. Language arts & related area tests
19. Qualitative Spelling Inventory (QSI)
20. Continuous methods of assessment with
structured interviews
21. Informal interviews with student or parents
(guardians)
3. Journal of Assessment Activity - (60 points) STUDENT ENGAGEMENT with clients and their
guardians
Clinicians will maintain a journal of planned assessment activities for
"roaming in the known" with their clients. These journals will provide the
following information:
(1) a brief outline of the type of assessments to be used
(2) a schedule for each clinical session with the child
(e.g., objective, time line, functional literacy activity,
assessment, etc.) and planning and reflection of the Parent/Guardian Involvement
Evening with the Clinicians and Clients' Guardians (additional information will be provided during class)
(3) purpose/rationale and hypotheses being developed related
to the strengths and challenges of the client (see criteria for evaluation)
(Clinical sessions #1,2,3,4 are worth 5 points each - total of 20 points;
Clinical sessions #5,6,7,8 are worth 10 points each - total of 40 points)
Following each assessment session, clinicians will record their observations and reflections in their journal of assessment activities. In recording these observations, clinicians should designate patterns they may see in the collected data and compile interpretations to develop diagnostic hypotheses. The key factor in this section is to seek to identify what the client can do and what the client needs for further literacy development. It will also be important to note the effect of reader, context and text factors on the client's performance. When planning assessment sessions, clinicians should be sure to consider all previous observations and use the activities in the upcoming session to examine new concerns or re-examine areas of conflicting information.
The Journal of Assessment Activity should be easily accessible for the
professor during the observational visitations. Weekly Journal of
Assessment entries will be submitted to the professor electronically each
Thursday by 12:00 p.m. (Entries submitted are from the previous Monday evening diagnostic session).
Comments by the professor will be written into this assessment activity journal.
These comments will be based on regularly conducted visitations to provide
feedback for making appropriate diagnostic decisions. Clinicians will use
these comments in their professional development as reflective tools in making
decisions and changing inappropriate practices or techniques. Failure to
heed comments will result in a deduction of points for the assignment, but
most importantly, such actions may hinder the success of student services in
the WKU Literacy Clinic.
4. Review of the Literature - (60 points)
Clinicians will develop a review of the literature that examines or explores
one of the contemporary issues associated with effective literacy assessment,
intervention, and
causes of reading difficulties or paradigm changes that have affected how
educators view assessment and instruction. The topic selected must align
with the clinician's recommendation(s) for the focus of his/her client's
follow-up reading intervention. It is required that clinicians
utilize the APA style for formal writing.
The research paper outline/format is provided in the Appendix of the
syllabus. (Also, see criteria for evaluation.) Before writing the
paper, clinicians will submit a maximum one page, twelve font type written and
double-spaced prospectus describing the topic to be addressed with a list of 7
to 10 professional resources. This prospectus will not be graded, but will be returned with
possible sources, information or suggestions as needed.
5. Reflective Discussion and Critique - (15 points)
Clinicians will select and respond to current scholarly and professional journal article relative to the topic of reading assessment. Each member of the class will be responsible for working with a small group and facilitating a class discussion relative to a research article that focuses on specific aspects of reading assessment. The article must be from a peer reviewed journal. Prior to the group facilitation of the class discussion, the selected article must be approved by the professor (see course calendar for due date). Submit a one to two page written reflective critique of the selected article will be due from each individual in the Student Facilitator Group at the beginning of class on the evening the clinician(s) will be leading the class discussion. The group discussion is not to be an oral presentation stating the content of the article. It is expected that all presenters and clinicians have read the material prior to class in order to be actively engaged in the group discussion. All articles will be on reserve in the ERC (3rd floor of TPH). During these discussions and in the written critique, clinicians should direct the focus from the following criteria:
A YOU MUST provide an essential guiding question(s) for the group discussion.
B. What was useful information in the reading? Why? What key points or concepts presented extend or challenge my understanding
of reading assessment? Why?
C. What was unclear or confusing?
D. How were ideas in the reading related to other readings and information?
E. What further concerns or questions do you have which are yet unanswered?
F. How would you connect the theoretical aspects of the reading with instructional practice? How will I implement this in my own instructional situation? Be specific.
** All clinicians are responsible for readings required for each session so they may effectively contribute to all class discussions. A copy of each article will be available for photocopying in the ERC (3rd floor of TPH).
There will be no formal midterm or final examination for this course.
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Critique Criteria for Evaluation
*
Appropriate guidelines for test evaluations
* Referenced lists of sources of information on
tests and test reviews
* APA style and format
* Grammar/spelling/writing mechanics
* Double-spaced and typed format
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Assessment Activity Journal Criteria for Evaluation
*
Outlines the types of assessment used each session
* Purposes (rationale) for choosing the types of
assessment
* Hypotheses for diagnosis that is being
developed
* Strengths and challenges observed and/or
documented
* Other observations and
reflections of the assessment activities
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Case Report Criteria for Evaluation
* Assessments from relevant informal and
formal measures of attitudes, surveys, comprehension and skills strategies
* Interpretations from single relevant informal
and formal measures of attitudes, surveys, comprehension and skills
* Appropriate synthesis of collected data from
multiple types of relevant informal and formal measures of assessments
* Development of objectives for intervention;
recommendations for further action
* Grammar/spelling/writing mechanics
* Double-spaced and 12 font typed format
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Review of the Literature Criteria for Evaluation
* Examines
one of the contemporary issues associated with effective literacy assessment,
causes or reading difficulties or paradigm shifts that have affected how
educators view assessment and instruction.
* APA style and format
* Grammar/spelling/writing mechanics
* 12 font/double-spaced and typed format
* Topic development (i.e., introduction, thesis
statement, supporting research, conclusions)
* Scholarly reference sources (i.e., multiple
sources, multiple perspectives, historical/contemporary)
* Perceptions from a dialectical (e.g., pro and
con) stance
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Reflective Discussion Criteria for Evaluation
* Facilitates techniques for discussion
* Focus discussion to include the four critical
thinking questions listed on course syllabus
* Preparation of hand-outs, overheads, charts,
or whatever is necessary to facilitate discussion and involve class members
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Plagiarism Policy:
To represent ideas or interpretations taken from another source as one's
own is plagiarism. Plagiarism is a serious offense. The
academic work of students must be their own. Students must give the
author(s) credit for any source material used. To lift
content directly from a source without giving credit is a flagrant act.
To present a borrowed passage after having changed a
few words, even if the source is cited, is also plagiarism. Student work
may be checked using plagiarism detection software. For more information see: http://www.indiana.edu/~wts/wts/plagiarism.html
Disability Accommodations Statement:
Student Disability Services -
In compliance with university policy, students
with disabilities who require accommodations (academic adjustments and/or
auxiliary aids or services) for this course must contact the Office for Student
Disability Services in DUC A-200 of the Student Success Center in Downing
University Center. Please DO NOT request accommodations directly from the
professor or instructor without a letter of accommodation from the Office for
Student Disability Services.
Website Address: (for your resource file)
Teacher-oriented sites:
Frayer Model for Vocabulary Development: http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htm
Literacy Website for Teachers: http://www.literacy.uconn.edu/index.htm
Kentucky Department of Education: http://www.kde.state.ky.us
International Reading Association: http://www.reading.org
Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown
ERIC Clearing on
Booklist (reviews): http://www.ala.org/booklist/
Child-oriented sites:
Kids on the Web: http://www.zen.org/~brendan/kids.html
Jan Brett’s Home Page: http://www.janbrett.com
Ann Arbor District Library Kid’s page: http://www.anarbor.lib.mi.us/kidspg/kidspgw.html
K-12 English: http://www.ceismc.gatech.edu/BusyT/eng.html
English literature and composition resources on the Internet: http://www.iat.unc.edu/guides/irg-30.html
Semantic Feature Analysis and Graphic Organizers: http://www.enchantedlearning.com/graphicorganizers/sfa/
Supplementary Resources:
Allington, R.L., &
Allington, R.L. (2002). Big brother and
the national reading curriculum.
Atwell, N. (1987). In the middle: Writing, reading, and learning with
adolescents.
Bear, D.R., Invernizzi, M., Templeton, S., &
Johnston, F. (2004). Words their way: Word study for phonics,
vocabulary, and
spelling
instruction.
Delpit, L. (1994). Other people’s children: Cultural conflict in the classroom. NY: New Press.
Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.
Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. CA: Jossey-Bass Publishers.
McKenna, M.C., & Stahl, S.A (2003). Assessment for Reading
Instruction.
Oakes, J. (1985). Keeping track: How schools structure inequality.
NY:
Powell, R. (1999). Literacy as a moral imperative: Facing the challenges
of a pluralistic society.
Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998).
Secondary school literacy instruction: The content areas.
Santa, C.M., & Alvermann, D.E. (1991). Science
learning: Processes and applications.
Vacca, R.T., & Vacca,
J.A.L. (1998). Content area reading: Literacy and learning across the
curriculum.
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LTCY 520 Appendix
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To be typed and double spaced.
Diagnostic Report Format
Student's Name:
Age: ___ years and ___ months
School:
Grade Level:
Date of Report:
Dates of Diagnostic Assessment:
Clinical Diagnostician:
ARI Test Results (Pre-test Data - Fall ____)
Independent Reading Level:
Instructional Reading Level:
Frustration Reading Level:
ARI Listening Comprehension Test Results (Pre-Test Data - Fall ___)
Independent Listening Comprehension Level:
Instructional Listening Comprehension Level:
Frustration Listening Comprehension Level:
Overview:
Reason for Referral
Background Information
Summary of Assessment Results (description of each assessment and
findings)
Diagnostic Statements & Implications for Intervention Instruction
(discussion of assessment results and subsequent implications for future
intervention instruction)
Recommendations (1) Home (2) School
________________
________________
Clinician
Date
Supervised by:
Dr. Sherry W. Powers
Associate Professor
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Format for the Review of the Literature
Introduction
Research Question(s)
Review of the Literature
Implications for Intervention Instruction
References (Use APA)
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Journal
of Assessment Format
Clinical Session Planning & Reflection
Outline
Diagnostic Clinical Session #_____
Student:
Grade:
Age: ___ years and ___ months
Date:
Clinician:
Objective:
Overview of Session Schedule: (Session Agenda and Timeline)
Materials:
Functional Literacy Activity:
Assessment (planning sequence for administration of assessment, implementation, rationale):
Discussion of rationale, observations, hypothesis of student strengths & challenges, assessment results, assertions: (to be completed after the current clinical session)
Follow up plans: (planning reflects rationale and initial planning for the next clinical session)
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