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READ 636--Practicum in Reading

Chadron State College

Dr. Ann Petersen—Professor Education

126 Old Admin

Phone 308.432.6337—office or 308.430.1513—cell

READ / 636 / Practicum in Reading / 3 Credit Hours
Supervised practicum with children and youth in developmental and remedial reading instruction. Includes the diagnosing and treatment of reading disabilities under supervision.
Requirements: None. / Prerequisites: READ 635 or consent of instructor.

GOALS:

You will use CSC Institutional Review Board forms to ensure student protection and confidentiality.

You will complete 100 hours working in a school setting working with high needs learners and keep an experience log.

You will diagnose student needs.

You will work with other professionals to determine needs and appropriate evidence/research based interventions

You will periodically check in with the principal (site supervisor) as to your progress.

You will model the technique/program for colleagues.

You will create a paper documenting your practicum. Note your use IRB to address confidentiality issues.

Smile and enjoy your practicum learning experience!

REQUIREMENTS:

  • It is not a class format, but a practicum opportunity for the Reading Specialist Candidate to learn in a school setting.
  • Practicum students work with the principal to determine the needs of the school or a group of students. Practicum students work with the supervising principal to create a proposal plan—An Expedited IRB form is recommended for working with students in their school setting (student protection and confidentiality should be stressed). Include any appropriate informed consent, parental permission forms, student assent forms, information for the principal. The chosen technique/program, etc. should be evidence/research based.
  • The plan includes a timeline which is submitted with their proposal.
  • This is case/school needs based and may focus on special needs students, ELL, or talented and gifted.
  • The practicum student diagnoses the students’ needs—which can include reading the data and making decisions for interventions or actual testing.
  • The practicum student will become the resident expert with the technique/program while working with students and use their expertise tomodel for other teachers either in individual classrooms or teachers meetings.
  • Practicum students put in a minimum of 100 hours and keep an activities log detailing their experience. The log will support your invested time.
  • Practicum students create an in-depth paper describing their experience, learning, and how it could be applicable to other settings.
  • The paper should include:
  • an introduction of the problem,
  • a hypothesis of the projected outcome,
  • a literature review of current literature supporting the technique/program
  • a description of your student’s needs, your work with them and their teachers
  • your findings
  • a summary/conclusion section is included
  • references
  • The principal is the onsite supervisor for the experience. I usually check in and visit with the principal twice during the semester.

Documents to be submitted—

To be approved before proceeding:

  • Proposal plan describing the practicum
  • IRB form
  • Principal consent

When finished:

  • Activities log
  • Paper
  • Principal rubric

Student Signature______Date ______

Professor Signature______Date______

Principal Signature______Date______

School______Address______

Phone ______