Practicum Information

Assessing and Tutoring

 Students in the program will demonstrate the ability to administer, score and interpret selected assessments (e.g., Qualitative Reading Inventory, Peabody Picture Vocabulary Test, Test of Reading Comprehension, and Woodcock Reading Mastery Tests) and use the data to develop an instructional plan for two learners. The learners should be identified by a classroom teacher as struggling readers. For those working on reading licensure, the level of the learners should be elementary, middle, or high school. During the reading licensure program students will need to work with struggling readers at all three levels. Generally, students meet the requirement for one level during EEC 619. Students should select the two learners for the practicum experience so that all three levels are addressed.

Personal Professional Development Plan

Students identify an area for further professional growth within the reading field. Based on this goal, students will develop a personal professional development plan that includes identifying resources, planning implementation, and setting an accompanying timeline. The plan will be shared and reviewed by a peer from the class.

Discussion

A discussion forum focusing on the primary issues and concerns related to the assessment and tutoring experience along with the Personal Professional Development Plan will assist in creating a community of reading colleagues.

Note: For some students, taking EEC 625 and EEC 661 at the same time will work well. However, the practicum should be done late in the program. That may mean that students take the practicum during the semester after EEC 625. 

• Note: There has been a change in schedule. The practicum will be offered Fall Semester 2012.

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Practicum Application Form:

• [PDF] Application Form for Reading Practicum (81 KiB)

Practicum Placement Request Form:

• [DOC] Practicum Placement Request (42 KiB)
• [PDF] Informed Consent for Background Check (41 KiB)

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