This course will address the use of formal and informal assessment procedures used to design and evaluate robust reading instruction and intervention for children in preschool through high school. The foci of the course include the knowledge and skills needed to choose & give appropriate reading assessments for a variety of purposes, data-based decision making to guide instructional planning and intervention design and understanding struggling readers including those with reading disabilities. Instruction will be delivered within a context of an ecological, collaborative problem-solving model. Students will be instructed on how to apply both formal and informal assessments to a problem-solving model aimed at the design of robust reading instruction. An emphasis will be placed on creating Multi-tiered Systems of Supports (MTSS) to support all students.
Meeting Times, Location, & Course Delivery Details
Contact Information
Textbook
Name: Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.
Author: Kilpatrick, D.
Publisher: Wiley
Candidates preparing to work in schools as teachers or other professional school personnel must know and demonstrate the content, pedagogical and professional knowledge, skills and dispositions necessary to help all students learn.
- Identify and administer screening, diagnostic, progress-monitoring, and outcome assessments.
- Interpret assessment data to inform instructional planning and communicate findings to stakeholders.
- Apply assessment results within an MTSS framework to design effective reading interventions.
- Recognize diverse reading profiles, including dyslexia, and plan responsive, evidence-based instruction.
- Apply principles of structured literacy in instructional design.
- Understand test design principles including reliability, validity, and fairness.
- Use diagnostic tools from multiple disciplines to support reading instruction.
- Summarize and share assessment data with educators, families, and professionals.
- Engage in collaborative, ecological problem-solving to support all learners.
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
| Week | Topics | Readings | Assignments |
| 1 - Aug 27 | Course Overview and Introduction to Reading Science | Moats (2020) Teaching Reading is Rocket Science | All Ohio Simple View of Reading |
| 2 - Sept 3 | Delivering Effective Reading Instruction | Kilpatrick Chapter 2 | |
| 3 - Sept 10 | General Concepts of Assessment | Intensive Intervention guide – Practice 3 | Quiz 1 |
| 4 - Sept 17 | Structured Literacy Instruction Types of Reading Assessments | Kilpatrick Chapter 3 | Quiz 2 All Ohio Structured Literacy Module |
| 5 - Sept 24 | Screening Assessment in General | Screening and Assessment Screening and Assessment | Reading Rockets | All Ohio teaching modules – Screening and Intervention |
| 6 - Oct. 1 | Understanding Word Recognition Difficulties | Kilpatrick Chapter 4 | Quiz 3 |
| 7 - Oct 8 | Understanding Reading Comprehension Difficulties | Kilpatrick Chapter 5 In class practice of reading assessments | |
| 8 - Oct 15 | Assessing Phonological Processing Skills | Kilpatrick Chapter 6 | Quiz 4 |
| 9 - Oct 22 | Assessing Phonics and Fluency Skills | Kilpatrick Chapter 7&8 | |
| 10 - Oct 29 | Assessing Reading Comprehension and Related Skills | Kilpatrick Chapter 9 | Quiz 5 |
| 11 - Nov 5 | Overview of MTSS for Reading Success | Leonard et al. 2019 Forman & Torgesen (2001) Read Excerpt: Teaching Reading Sourcebook: MTSS for Reading Success (pp. 744 - 753) | Comprehension Lesson Plan |
| 12 - Nov 12 | Tier 2: Targeted Intervention with Strong Core Instruction | Lang, L., Torgesen, J., Vogel, W., Lefsky, E., & Petscher, Y. (2009) | |
| 13 - Nov 19 | Tier 3: Intensive Intervention with Core Instruction | ||
| 14 - Nov. 26 | (No Class Thanksgiving Break) | ||
| 15 - Dec 3 | Preventing Reading Difficulties | Kilpatrick Chapter 10 & 11 | Group Project Presentations |
| 16 - | Final Exam/Project |
Participation (60)
Because of the nature of the course, regular attendance and participation is required. Credit will be given for class participation. Unexcused absences will result in a deduction of 5 points each.
Attendance (50 points) and participation (10 points) is critical. Attendance points will only be obtained if the appropriate book/s are brought to class. Participation is awarded when it is obvious students have read and prepared for class discussion. It is impossible to make up the dynamics of co-constructed knowledge that results from classroom discussion. Please let me know, in advance when possible, if you will not attend on any particular day. Messages may be left 24 hours a day via e-mail.
Quizzes
Class attendance is required, and quizzes cannot be made up unless it is an excused absence (see attendance policy). Timely, accurate completion and understanding of the required readings in this class is important. The assessment quizzes are designed to make sure students are practicing the assigned reading, watching videos, and practicing. Each quiz is worth 10 points and will be a mix of true/false and multiple choice. The quizzes will focus on the main points of the course readings and will be completed in class.
All Ohio Literacy Modules (30 points total, 10 points each)
The All Ohio Literacy Library is a repository of high-quality learning modules for educators which seeks to enhance the literacy learning of all children and youth. The learning modules explore various literacy topics in-depth through narrative text, link resources, realistic scenarios, etc. You will be able to add these credentials to your resume for future employment.
- The Simple View of Reading
- Screening and Intervention
- Structured Literacy
- Dyslexia
Lesson Plans (100 points)
Comprehension Lesson Plan (50 points)
In this assignment, students will design a reading comprehension lesson plan using the college’s official lesson plan template, with a focus on Science of Reading (SoR) principles and Structured Literacy practices. Students will select a grade level and an age-appropriate text to create a lesson that integrates explicit, systematic instruction in comprehension skills, vocabulary, and oral language. The lesson must include clear objectives, modeling of strategies, guided and independent practice, and valid formative and summative assessments of comprehension.
In addition to the completed lesson plan, students will submit any assessment tools (rubrics, comprehension questions, graphic organizers).
This assignment is designed to strengthen your ability to plan high-quality comprehension instruction, align teaching with reading science research, and select assessments that accurately measure student understanding.
Community and Family Engagement Group Activity (100 points)
Group Size: 3–5 students
Students will collaboratively explore how family involvement and community resources support literacy development and integrate these elements into reading assessment practices. The project includes:
- Research: Summarize at least three scholarly sources on MTSS and how it supports early identification and tiered intervention for reading difficulties.
- Engaging Families and Community: Develop strategies to involve families and the community in the reading assessment process.
- Intervention Pro: Gather insights from a community member, teacher, or family member on effective engagement strategies.
- Engagement Plan: Develop a detailed, culturally responsive plan to involve families in reading assessment, including strategies, activities, and tools.
- Presentation: Deliver a 15 – 20 minutes summary of findings and recommendations.
Deliverables include a slide presentation with a group reflection. This project strengthens students’ understanding of the role of family/community in literacy, fosters collaboration, and develops practical engagement strategies.
Assessment Portfolio (100 points) Final
Description:
In this signature assignment, students will demonstrate their knowledge and application of formal and informal reading assessments across the literacy continuum (PreK–12). The portfolio includes a summary of multiple assessment tools, administration and analysis of informal assessments, research on formal assessments, synthesis of student data into a reading profile, and an intervention plan aligned with MTSS. Students will also reflect on their learning and the role of assessment in supporting diverse learners, including those with reading difficulties.
Objectives Addressed:
Ohio Core Literacy Standards 4.2–4.6, 7.1–7.5, 8.1–8.12
Deliverables:
- Assessment summary table
- Two informal assessment samples with written analysis
- Descriptions of two formal assessments
- Student reading profile and Tier 2/3 intervention plan
- Final reflection
The grading scale will be as follows:
96%-100% A 72% - 75% C
92% - 95% A- 68% - 71% C-
88% - 91% B+ 64% - 67% D+
84% - 87% B 60% - 63% D
80% - 83% B- <60% F
76% - 79% C+
Instructor Course Policies
The instructor reserves the right to determine whether an absence is excused or unexcused. Absences result in 1% off the overall final grade each day the student is absent after missing three (1) excused or unexcused class periods. (e.g. if a student is absent 2 days over the semester after the first 1 unexcused or unexcused absences, over the semester, 4% of the overall final grade is deducted resulting in an overall course grade of 96% vs. 100%. Reasonable expectations may be made at the instructor’s discretion.
Excused Absences
An excused absence is defined as a student’s unexpected illness/health with a medical note, bereavement for immediate family (e.g., spouse, children, grandparents, grandchildren, parents, siblings), or an unexpected life event (e.g., emergencies, hospitalizations, and legal obligations). An excused absence will result in the student’s ability to make-up assigned in-class work & assignments and submit within two days for full credit. Reasonable exceptions may be made at the instructor’s discretion.
Unexcused Absences
An unexcused absence is defined as 1.) birthdays, 2.) holidays that are not approved on the Wilmington College undergraduate calendar, 3.) weddings, 4.) vacations/trips, 5.) absence due to illness without a medical note, or 6.) work. Unexcused absences will result in a student’s inability to submit assigned in-class work on the day of absence. Regular assignments (those that are not completed in-class), and that are due for submission on the same day that a student is absent, MUST be turned in by the due date regardless of whether the student is present for class to avoid a zero grade.
In the case of ALL absences, whether excused or unexcused, you are expected to contact your instructor to get information and materials missed.
Tardiness
Students are expected to arrive to class or learning session on time including arriving on time after a break in class or learning session. After one late arrival, the instructor contacts the student if the student did not communicate ahead of time regarding the late arrival. Upon the second late arrival, whether excused or unexcused, the instructor notifies the student’s faculty advisor to request the development of an action plan to prevent further occurrences. The student is responsible for any missed material and assignments resulting from tardiness. Failing to notify the instructor of tardiness or absence before class starts, or consistent tardiness may impact your overall grade.
Integrity is one of the Wilmington College Core Values and honesty is our mutual responsibility. Wilmington College supports students in being fair, honest, and ethical, and assuming responsibility for their actions. Academic dishonesty in any form will not be tolerated. Such dishonesty may result in failing the assignment, project, test, or course and additional disciplinary action. See the current Student Handbook for the College’s Academic Integrity Policies as they pertain to examinations, plagiarism, classroom behavior, and the process for handling academic misconduct charges.
CAEP Crosswalk
Course learning objective | CAEP / InTASC alignment | Ohio Core Literacy Standards | Course evidence and alignment rationale |
|---|---|---|---|
| 1. Identify and administer screening, diagnostic, progress-monitoring, and outcome assessments. | CAEP R1.3 - Instructional Practice / InTASC 6: Assessment
| 8.3 - Purposes of screening, progress-monitoring, diagnostic, and outcome assessments.
| Assessment Portfolio: assessment summary table and two informal assessment samples with analysis
|
| 2. Interpret assessment data to inform instructional planning and communicate findings to stakeholders. | CAEP R1.3 / InTASC 6: Assessment
| 8.8 - Integrate, summarize, and communicate assessment data orally and in writing to students, families, and educators.
| Assessment Portfolio: written analyses, synthesized reading profile, intervention plan, and reflection
|
| 3. Apply assessment results within an MTSS framework to design effective reading interventions. | CAEP R1.3 / InTASC 6: Assessment
| 8.3-8.4 - Match assessment purpose and technically sound screening to risk identification.
| Assessment Portfolio: student reading profile and Tier 2/3 intervention plan
|
| 4. Recognize diverse reading profiles, including dyslexia, and plan responsive, evidence-based instruction. | CAEP R1.1 / InTASC 1: Learner Development
| 8.1 - Understand language as foundational to reading and how language difficulty can lead to reading difficulty.
| Dyslexia module and Ohio Dyslexia Guidebook
|
| 5. Apply principles of structured literacy in instructional design. | CAEP R1.2 / InTASC 4: Content Knowledge
| 8.12 - Apply explicit, systematic, cumulative, teacher-directed structured language and literacy instruction.
| Structured Literacy module
|
| 6. Understand test design principles including reliability, validity, and fairness. | CAEP R1.3 / InTASC 6: Assessment
| 8.9 - Understand best practices for test construction and formats, including reliability, validity, criterion-referenced, and norm-referenced measures.
| General Concepts of Assessment unit: technical adequacy, norms versus benchmarks, criterion- versus norm-referenced tests, and score interpretation
|
| 7. Use diagnostic tools from multiple disciplines to support reading instruction. | CAEP R1.3 / InTASC 6: Assessment
| 8.6 - Use informal diagnostic surveys across literacy domains.
| Assessment Portfolio: multiple informal tools and research on two formal assessments
|
| 8. Summarize and share assessment data with educators, families, and professionals. | CAEP R1.3 / InTASC 6: Assessment
| 8.8 - Integrate, summarize, and communicate assessment meaning orally and in writing to students, families, and teachers.
| Community and Family Engagement presentation and culturally responsive engagement plan
|
| 9. Engage in collaborative, ecological problem-solving to support all learners. | CAEP R1.4 / InTASC 10: Leadership and Collaboration
| 8.2 - Adapt instruction for cognitive, linguistic, sociocultural, and behavioral dimensions of learning.
| Community and Family Engagement group activity, interview, engagement plan, and presentation
|
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: FA26 Final Exam Schedule
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery Definition of Courses |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. Academic Integrity Policy |
Class Attendance Policy Institutional Class Attendance Policy |