College of Education
The University of Memphis
Instruction and Curriculum Leadership
Reading Research Practicum
Dr. Jerrie C. Scott
College of Education Norms
I take 100% responsibility.
I seek equity of voice.
I am willing to talk about sensitive issues.
I listen for understanding.
I appreciate the strengths and contributions of others.
I bring positive energy and encouragement to the team.
I commit to the mission of the college.
ICL 7809 Reading Research Practicum
Catalog Description. Research based theories involving specific aspects of literacy.
Emphasis on the integration of theory and practice as related to all areas of literacy.
Relation to the Conceptual Framework. This course assesses Standard 5: Candidates
view professional development as a career-long effort by requiring candidates to prepare
a professional portfolio to illustrate key assessment indicators.
1. Develop an understanding of problems, trends and issues related to research
informed literacy practices and educational policies;
2. Heighten awareness of different approaches to reading research;
3. Demonstrate an awareness of relationships between research and literacy teaching
4. Analyze research designs that are commonly used in literacy research;
5. Conduct a critical review of research of major topics treated in the course;
6. Design a literacy research project.
Textbook: Farstrup & Samuels (Eds.). (2002). What research has to say about reading
instruction. Newark, Delaware: International Reading Association
Major Assignments and Grading Criteria
Following are the assignments, relative weights, and grading system that will be used in
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Assignments Value Grading Scale
Exam 1 20% 85-100 = S
Research Design 20% 84 and below = U5 - 92 points = B
Assessment Portfolio 40%
Chapter Questions 20%
DEADLINES, EXTRA CREDIT ASSIGNMENTS: No assignments will be accepted after their due
date, and no extra credit or make up work will be assigned.
Research Papers must conform to APA Guidelines and not exceed ten (15) double-spaced pages in length
using Times New Roman 12-point type. Topics will be assigned in class. See notes above regarding written
assignments and academic misconduct.
No assignments will be accepted after the due date, and no extra credit or make up work will be assigned.
Students must take all examinations at the time given to receive credit. There will be no make up
How the Course is Organized:
The course is organized around the themes of knowledge building and knowledge
application. A combination of learning experiences are designed to aid in the attainment
of the course objectives, including critical reading, discussion panels, collaborative work
groups, demonstrations of effective practices, portfolio development, and practice
designing research projects. .
Schedule of Topics and Readings for This Course*
SESSION TOPICS KEY READINGS* NOTES
1-1 Course Overview, Class
Norms, & Video Tape (NRP)
1-2 There is more to effective Forstrup & Samuels, Group Discussion
reading instruction than Introduction of Question 1, p.
What Reading Research Says Forstrup & Samuels, Teachable
chapter 1 Moments
1-3 Holistic, Integrated Forstrup & Samuels, Form Focus
Approaches chapter 2 Groups:
1-4 Home and School Together Forstrup & Samuels, Group Discussion
chapter 3 of Questions 1,
p.23; 4, p. 66; Q2,
1-5 Multicultural Factors Forstrup & Samuels, Review for Exam
chapter 17 1
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2-1 Exam 1 P-Folio Entry 1-
Portfolio Entries 1 & 2 (draft Dispositions
in class) P-Folio Entry 2-
2-2 Early Intervention Forstrup & Samuels, Focus Group 1
Phonemic Awareness chapters 4, 5 & 6 leads discussion
2-3 Word Consciousness and Forstrup & Samuels, Portfolio Entry 1
Vocabulary Development chapter 7 & 2 Due
Reading Fluency Chapter 8
2-4 Adolescent Literacy Forstrup & Samuels, Focus Group 2
Reading Comprehension chapters 8, 10, & 11 leads discussion
Comprehension Strategies In-Class work on
P-folio Entry 3
3-1 Reading Disabilities Forstrup & Samuels, Focus Group 3
Metacognition chapters 12, 13, 14 leads discussion
Reading & Internet In-Class work on
P-folio entry 4 and
3-2 Standards Forstrup & Samuels, Focus Group 5
High Stakes Tests chapters 15 & 16 leads discussion
In-class work on
3-3 Group 1 & 2: Presentations Research Design
of Research Design Due
3-4 Groups 3 & 4: Presentation P-Folio Entries 3
of Research Design & 4 Due
*Required readings should be completed prior to class sessions indicated. The professor
reserves the privilege of adjusting course requirements to best serve the needs of
Exam 1- 20 points, administered May 21: This exam covers chapters 1, 2, 3, & 17. It
combines multiple choice, matching, sentence completions, and short essay responses.
Assessment Portfolio—40 points: The assessment portfolio is divided into four areas,
each worth 10 points for a total of 40 points. Entries 1 and 2 are due on May 23, and
entries 3 and 4 are due May 31st . The attached grading rubric provides guidelines for the
contents of each entry. Each portfolio entry will include a general description of the entry
(piece about the piece), a minimum of two artifacts, and one reflection. Documents
should be organized using divider tabs to label each section. Include a cover page and
table of contents. Introductions and reflections must be typed. After entries 1 and 2 have
been graded, the portfolio will be returned to you so that you can add entries 4 and 5.
Because this is part of the college assessment system, portfolios will not be returned;
therefore, you should make copies of your portfolio if you want to keep it for future use.
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Research Design – 20 points, due May 30th: You will follow guidelines for presenting
research proposals for the Master’s Project. Your research will be designed to allow you
to study a classroom strategy, ideally one that you created, with which you have
experienced some success. These successes are presented in class as “teachable
moments” and become the basis for assigning members to groups, as well as the focus of
your research design. Your research design will be set up so that you can test the
effectiveness of an instructional strategy. This assignment should prepare you to move
smoothly to your next step—a thesis or a project.
Chapter Questions: Every attempt will be made to place you in groups that best match
the chapters that you will be treating in class. In this way, your preparation for leading
discussions for the chapters assigned to your group should also help you to pinpoint
investigative procedures for your research design. You will have input on your
placement into groups, but care will be taken to make each group have similar numbers
E-Mail Communications: All U of M Students are issued an e-mail address on the
University System. Professor Cooter may send important information to students using
this system, thus you are responsible for monitoring your U of M e-mail address for any
important class information.
Professional Participation: Your active participation in this class is essential for
building a productive learning community. It is expected that you will give freely of your
ideas, constructively react to the ideas of others, and offer constructive suggestions for
the good of the group. Responsibility for participation also includes: completing
assigned readings and computer activities, willingness to take risks in sharing your
opinions, and verbally participating in class discussions and activities.
Attendance: Students are expected to attend all classes for the full time period called for
in the schedule, and complete all readings prior to the class meeting assigned (with the
exception of the first session). Students with 2 unexcused absences will have a letter
grade deducted and students with more than two (2) unexcused absences will be
dismissed from the course with a grade of "F." It is the responsibility of students to
provide satisfactory evidence of medical or other emergencies that may qualify as an
excused absence to the instructor. In the event that a student has more than two (2)
excused absences, s/he will be permitted to drop the course without penalty.
Americans with Disabilities Act: The University of Memphis does not discriminate on
the basis of disability in the recruitment and admission of students, the recruitment and
employment of faculty and staff, and the operation of any of its programs and activities,
as specified by federal laws and regulations. The student has the responsibility of
informing the course instructor (at the beginning of the course) of any disabling
condition, which will require modification to avoid discrimination. Faculty are required
by law to provide "reasonable accommodation" to students with disabilities, so as not to
discriminate on the basis of that disability. Student responsibility primarily rests with
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informing faculty at the beginning of the semester and in providing authorized
documentation through designated administrative channels.
Written Assignments and Academic Misconduct: All written work submitted must be
the student’s original work and conform to the guidelines of the American Psychological
Association (APA) available online and via their publications. This means that any
substantive ideas, phrases, sentences, and/or any published ideas must be properly
referenced to avoid even the appearance of plagiarism. It is the student’s responsibility to
know all relevant university policies concerning plagiarism. Any documented cases of
plagiarism can and will result in dismissal from the course with a failing grade, and may
result in other more serious sanctions by the College of Education.
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